Amid the global surge of learner-centered pedagogy (LCP) as a "universal panacea," this article proposes an alternative pedagogical framework in Tanzania encompassing (1) historically nurtured pedagogies, (2) currently valued pedagogies, and (3) globally promoted LCP. Using the comparative case study (CCS) approach and the capability approach (CA), this research explores educational development in Tanzania through a historical lens, the interaction of LCP discourse at different policy levels, and valued pedagogies examined through semistructured interviews and focus group discussions with diverse stakeholders. The findings indicated that some principles of LCP were espoused in all three aspects, while other LCP concepts were supported by one or two of them. Seeking valued pedagogical elements over time and across different policy levels will offer an alternative means to pursue locally appropriate pedagogies, for which the integrated use of CCS and the CA could prove useful for practicing a participatory and democratic process to policymaking.