The Free Education Policy in Tanzania was introduced to expand equitable access to basic education and support national social and economic development. Although the policy has significantly increased school enrolment and attendance, its implementation has generated a number of operational challenges within schools. This paper examines these challenges from the perspectives of school administrators. The study employs a qualitative research design based on a theory-guided literature review of policy documents, education sector reports, and empirical studies related to free education and school leadership in Tanzania. Relevant literature was identified from scholarly databases and official government publications and analyzed using thematic synthesis to identify recurring patterns related to policy implementation. The analysis is guided by policy implementation theory and educational leadership theory, which provide a framework for interpreting how national policies interact with school-level realities. Findings indicate that delayed and insufficient capitation grants, rapid enrolment expansion without proportional infrastructure development, teacher shortages, and unclear policy guidelines place considerable pressure on school management. The study also highlights limited administrative autonomy and weak stakeholder engagement as factors constraining effective school leadership. The paper argues that successful implementation of free education requires not only adequate funding but also stronger administrative capacity, improved policy communication, and governance systems that support school level decision-making. Understanding administrators’ experiences therefore provides important insights for improving policy implementation in Tanzania and similar education contexts.