This study was conducted to assess the effectiveness of using play and song strategies towards developing pre-reading and pre-writing skills among preprimary pupils in Meru district, Tanzania. The study specifically assessed the extent to which the play and song strategies are used in the public primary schools as well as determined the teachers' level of knowledge and skills for them to effectively implement the strategies. The study was guided by constructivist theory developed by Bruner in 1966. The study adopted mixed methods approach using convergent design. The design helped in the collection of qualitative and quantitative data concurrently. Preprimary teachers and the head teachers in public primary schools in Meru district were targeted. Both probability and non-probability sampling techniques were used to select the study sample which consisted of 20 preprimary teachers and20 head teachers. Data were collected through the use of questionnaires, interview guides and observation guides. Descriptive statistics was used to analyze the quantitative data in terms of frequencies and percentages with the aid of SPSS whereby the hypothesis was tested using correlation analysis at 0.05 levels of significance. Qualitative data were analyzed in themes and presented in narrative being supported by direct quotations. The study found out that play and song strategies are not effectively used by the teachers to develop pre-reading and pre-writing skills in the district. The major reason was that teachers don't have the required skills as well as lack of resources. Results from hypothesis testing showed no significant relationship between the application of play and song strategies and teachers' possession of knowledge and skills on the strategies (p-value = 0.241). The study therefore recommended for workshops and seminars to be conducted so as to equip these teachers with the necessary skills and knowledge.