AbstractThis study explored the influence of traditional customs and practices on secondary education of the girls in Morogoro region, in Tanzania. To do so, the study first explored the traditional customs and practices present in the area, and then investigated the influences of practices to the secondary education of girls. The study involved four secondary schools of Morogoro region, two from the rural and two from urban areas of that region.The study employed a qualitative research strategy, with case study principles. Documentary analysis, semi-structured interviews and focus group interview methods were used to collect data. Research respondents included Form 1 girl students, classroom teachers and head of schools from both four secondary schools. Ecological system theory and self determination theory used to guide the study.Based on the findings, the study suggests that traditional customs and practices influence negatively secondary education of girls in Morogoro region. Further, the study indicates that girls in the Morogoro rural areas are more adversely affected by those practices than their peers in the urban areas.Furthermore, the study finds that other conditions like socio-economic, parental education background and poor school environments can have negative impacts on girls’ secondary education.