Recent apprehensions over the poor performance of secondary schools at ordinary level in Tanzania have given rise to concerns over the quality of education provided at this level. Addressing the issue of poor performance requires a gargantuan understanding of the environment under which these schools operate. This study explored how management of school internal mechanisms contributed toward enhancement of school performance for improved quality of secondary education in Tanzania. The article reports on the findings of a comparative case study conducted in six secondary schools in the Eastern Education zone of Tanzania. Findings revealed that, performance of schools was mainly attributed to the kind of management available in a particular school, which will ensure availability of workable and agreed on mechanisms of providing effective teaching and learning. The findings provide several important implications for education and school practitioners on how best to manage school internal mechanisms for improved performance.

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