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High School Study Abroad in Tanzania

There’s so much more to this East African country than towering mountains like Mt. Kilimanjaro. Whether you’re volunteering in a rural community, learning about Maasai culture, or spotting baby hippos on a safari, you’ll be warmly welcomed during any high school program in Tanzania. Karibu, meaning “welcome” in Swahili, is one of the most commonly heard phrases in the country because Tanzanians truly take this concept to heart. If you are ready to put on your best muzungu (foreigner) smile, then it is time to consider exploring the fascinating African continent through a high school program in Tanzania.
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Featured High School Program Provider of the Month

29 High School Trips to Tanzania

Travel For Teens

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TFT: Tanzania Service and Safari

Hakuna Matata and a warm welcome to Tanzania! Get ready for the adventure of a lifetime as we travel into the heart of this stunning country to get a true taste of African culture and community enrichment. We will get to know the country like locals as we embark on a week-long cultural exchange with a local school for girls, participating in activities with them as we grow to learn about both ourselves and our new friends. Together with our host students, we will participate in community enrichment projects, such as spending time with children at a local orphanage and learning about sustainable farming techniques. As we head up north, we’ll learn how to live the rustic, African way of life as we spend our days in the bush viewing wild game and our nights camping under the clear, starry skies. Our encounters with local tribes will give us valuable insights into how people have existed in the area for thousands of years and the many ways that they continue to preserve their cultures today.

GoEco - Top Volunteer Organization

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GoEco - Top Rated & Award Winning Volunteer Programs Abroad

GoEco is one of the world’s top volunteer organizations, with award-winning and ethical programs selected by sustainable travel experts. Since 2006, tens of thousands of volunteers have taken part in projects and internships worldwide, focusing on wildlife and marine conservation, education, and medical initiatives. GoEco operates in over 50 countries, providing unique cultural immersive experiences that aim to make a positive impact on the environment and society. The organization also offers internships and academic programs for students. GoEco provides safe and meaningful experiences while promoting sustainable travel and reducing carbon emissions.

See All 2 Programs

International Medical Aid (IMA)

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Global Health & Pre-Medicine Internships Abroad | IMA

IMA offers an opportunity to enhance your medical and healthcare knowledge with International Medical Aid's Pre-Med and Health Fellowships. Crafted for pre-med undergraduates, medical students, and high school students, these fellowships offer a unique chance to engage deeply with global health care in East Africa, South America, and the Caribbean. Shadow doctors in underserved communities, and immerse yourself in diverse healthcare systems through our extensive network of public and private hospitals. IMA, a nonprofit organization, is deeply invested in the communities we serve, focusing on sustainable health solutions and ethical care practices. You'll be involved in community medical clinics, public health education, and first responder training, addressing the root causes of disease and illness alongside local community leaders. Beyond clinical experience, explore the beauty of your host country through cultural excursions and adventure programs during your free time. Join IMA's fellowships developed at Johns Hopkins University and step into a role that transcends traditional healthcare learning, blending clinical excellence with meaningful community service.

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Rustic Pathways

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Tanzania Travel Programs - Rustic Pathways

Tanzania is renowned for its safari experiences and indigenous cultures. On our programs, immerse yourself fully in nature and remote village life, learning about the language, environmental conservation efforts, and the local lifestyle. Observe resident mammals, like zebras and gazelles, and snorkel amid coral reefs off the coast. Learn how to make an arrowhead and see how members of a nomadic tribe live. Our Tanzania programs are packed with these types of learning opportunities. Options include: Culture and the Crater: Dive into infrastructure projects in rural communities where you learn to appreciate access to amenities like clean water and formal education. Visit one of the last remaining hunter-gatherer tribes and learn their click language and daily lifestyle. Wrap up the program with an unforgettable safari outing. African Wildlife and Environmental Conservation: See why Tanzania is an amazing destination for animal lovers. Work on habitat restoration efforts and learn about sustainable agriculture. Dive into reef recovery projects while snorkeling amid the coral. And then search for elephants, zebras, gazelles, and other wildlife while on safari!

Putney Student Travel

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Service & Safari in Tanzania

Immerse yourself in local life in northern Tanzania on this high school service program. Collaborate with local residents on construction, agriculture, and education projects, learning firsthand about Tanzanian culture and community life. Play soccer with local children, practice Swahili, and explore your host village on hikes and craft workshops. Conclude your journey with a guided safari through Tarangire National Park and Ngorongoro Crater, and visit a traditional Maasai boma to connect with pastoralist life in this iconic East African landscape.

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ARCC Programs

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Kenya & Tanzania: Lighting Lives

Embark on a captivating journey to East Africa, exploring the stunning countries of Kenya and Tanzania. Collaborate with local communities to build and install solar power panels, supporting sustainable energy solutions. Experience incredible wildlife on safari in the iconic Tarangire National Park. Immerse yourself in the vibrant culture of the Maasai people by learning Swahili and participating in cultural traditions. Conclude your adventure with a visit to the Spice Island of Zanzibar, where you’ll explore the historic streets of Stone Town, swim in aquamarine waters, and unwind on pristine white sand beaches.

Projects Abroad

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Teach English in Tanzania with Projects Abroad

You can volunteer abroad teaching English at primary or secondary schools in Tanzania. To teach English abroad with Projects Abroad, you don't need a TEFL or any other formal teaching qualification. Whether you want to do international volunteer work teaching English during your gap year, career break, or vacation period, you will have a role to play and your efforts will be greatly appreciated. The impact you have on the lives of your students will take time, but will long-lasting. As you teach English abroad, you will also be part of a much wider volunteer network, which is making a really positive contribution to the communities where we work. Tanzania's two official languages are English and KiSwahili, but many Tanzanians also speak one of a hundred tribal dialects. The main feature of Tanzania's education is its bilingual policy; speaking English is key to getting a good job in business or the tourism industry as well as acting as the language of technology, commerce and administration. KiSwahili remains the language that keeps Tanzanians in touch with their cultural heritage and values.

See All 10 Programs

St. Constantine's International School

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Secondary Education at St. Constantine's, Tanzania

St. Constantine's International School in Tanzania offers secondary education from Years 7 to 13, providing a solid foundation for future leaders. Students learn in an engaging environment that promotes both academic success and personal growth. The curriculum follows the IGCSE and Cambridge International A Level standards, ensuring a thorough and challenging education. St. Constantine's welcomes students from all over the world. While English is the main language, all students also take Swahili lessons to help them get familiar with the local language. The school is selective, secular, and international, accepting students regardless of race, gender, ethnicity, nationality, religion, family composition, or socio-economic status. We take pride in our diverse student body and inclusive community.

Dar es Salaam International Academy

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High School Diploma Programme at DIA, Tanzania

Dar es Salaam International Academy (DIA) offers the International Baccalaureate Diploma Programme (IBDP) for students in Grades 11 and 12. Located in Dar es Salaam, Tanzania, this two-year program helps students develop a wide range of skills and knowledge. DIA’s diverse community, with over 35 nationalities, provides a unique environment where students learn to understand and respect different cultures. The IBDP curriculum at DIA includes six subject groups and a core that comprises Theory of Knowledge, the Extended Essay, and Creativity, Activity, Service projects. Students select six subjects, three at Higher Level and three at Standard Level. This balanced approach prepares students for higher education and encourages them to be curious and open-minded. DIA is dedicated to providing high-quality teaching and support, ensuring that each student is guided throughout their academic journey.

Isamilo International School Mwanza

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Secondary Education at Isamilo International School

Isamilo International School in Tanzania offers a comprehensive secondary education program based on the British Curriculum. Our academic year runs from August to July, and we welcome students from diverse backgrounds and nationalities. Applications for the new academic year should be submitted by June to ensure a smooth admission process. In Key Stage 3 (Years 7-9), students engage in a broad range of subjects, laying a strong foundation for their academic journey. This stage focuses on holistic development, encouraging students to explore their interests and develop essential skills across various disciplines. As students progress to Key Stage 4 (Years 10-11), they undertake the internationally recognized Cambridge IGCSE and O Level syllabi, with a curriculum designed to challenge and inspire them. In the Sixth Form (Years 12-13), students prepare for university with Cambridge International AS and A Level courses, complemented by school-run projects and programs. This well-rounded program equips students with the knowledge, skills, and confidence needed to excel in higher education and beyond.

Feza International School

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Secondary Education at Feza International School, Tanzania

Feza International School in Tanzania offers various secondary education programs from Grade 7 to Grade 13. These programs include Lower Secondary, IGCSE, and AS & A-Level, providing students with a strong academic foundation and many subjects to choose from. At Feza, students excel in academics and participate in extracurricular activities, preparing them for future studies and careers. The school follows the Cambridge Assessment curricula, ensuring students receive a globally recognized education. Lower Secondary students (Grades 7-9) build on their primary education, while IGCSE students (Grades 10-11) prepare for their first major set of exams. AS & A-Level students (Grades 12-13) focus on their chosen subjects, developing higher-level skills and knowledge. Feza International School is dedicated to helping each student reach their full potential.

A Guide to High School Programs Abroad in Tanzania

Locations

Tanzania’s location along the Indian Ocean offers teens a variety of places to explore, from tropical coastland to mountains to grassy savannas. The coastline is home to white sands and coral reefs, where opportunities to study marine life abound. Further inland, you’ll discover Mt. Kilimanjaro (known simply as Kili to the locals) and an abundance of National Parks. The majority of Tanzania’s 50 million citizens live in rural areas, so many high school programs in Tanzania focus on helping students to understand the locals more traditional way of life. Clearly it is possible to enjoy high school in Tanzania in a variety of ways!

Most high school programs in Tanzania begin in Arusha, a rather small city of approximately 400,000 people. Its location in the mountainous northern region of the country serves as the base for trips to Serengeti National Park, Ngorongoro crater, Maasai villages, and numerous volunteer project sites. The bustling atmosphere of Arusha makes it the perfectly-sized city for students to get their bearings upon arrival in Tanzania.

Though most students will arrive in Arusha, there are also high school programs in Tanzania that begin or end in Dar es Salaam, the most populous city in eastern Africa and Tanzania’s economic center.

If you can’t choose just one location, have no fear, because many high school programs in Tanzania include travel to several places; most students will get to experience a variety of landscapes and regions during their stay. When you’re not gorging on chapati (fried flat bread) or nyama choma (roasted meat), you may have the chance to scuba dive off the shores of Zanzibar, master Swahili, or take time to volunteer in a rural area to learn more about life in a smaller village. 

No matter where you choose to visit, you should expect to have limited communication with home during any high school program in Tanzania, and although phone service and electricity is available in cities like Arusha and Dar es Salaam, it can be nonexistent in remote villages. A high school program in Tanzania is, therefore, the perfect opportunity to put down your phone and fully immerse yourself in the experience. Don’t forget a camera and extra batteries though!

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Latest Program Reviews

From the Andes to the Clinic: How My IMA Global Health Internship in Peru Transformed My Understanding of Medicine and Culture

December 11, 2025by: Andrea Herzog - United StatesProgram: Global Health & Pre-Medicine Internships Abroad | IMA
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My internship with International Medical Aid in Peru was life-changing and gave me deep insight into global health disparities and the cultural complexities of healthcare delivery. As I immersed myself in the tapestry of Peruvian life, I was consistently struck by the resilience of the health providers and the people they served. From learning about Incan history to seeing firsthand how healthcare can look very different between the United States and Peru, the experience was full of meaningful revelations. These moments expanded my worldview and helped cement my desire to pursue a career in healthcare with a focus on underserved populations. One of the most impactful aspects of my time in Peru was seeing how healthcare delivery contrasted with what I was used to in the United States. In many rural areas, the infrastructure for health care is still developing. Some clinics and hospitals lacked basic medical supplies and advanced diagnostic equipment that are often taken for granted in more developed settings. For instance, at Clinic Metropolitano, we frequently took blood pressure by hand because there were few automatic machines. In these circumstances, healthcare professionals demonstrated tremendous resourcefulness and creativity. Specialized care was often limited, especially in rural regions, and many patients had to travel long distances to receive basic healthcare, let alone see a specialist. During mental health clinics in a rural town, I saw how limited access to psychiatric care affected patients. Some women struggled to find support if they experienced sexual or physical violence, and young children did not always have the opportunity to speak openly with a psychologist about issues at home or school. At the same time, I was able to observe a public healthcare system that aimed to provide care to all who worked and contributed. For example, those eligible for EsSalud clinics could receive treatment, but they sometimes faced long waits for appointments, procedures, and medications that were occasionally out of stock. When I visited a hospital to observe an Achilles tendon repair, I learned the patient had waited a year for surgery—an experience that highlighted the realities of limited resources. I also noticed that patient privacy was handled differently in a busy public teaching hospital. Interns were often allowed to observe and sometimes participate in procedures in ways that would be approached more cautiously in the United States. These experiences helped me better understand the trade-offs, pressures, and ethical considerations that come with delivering care in resource-limited, high-demand settings. Navigating cultural differences was part of everyday life in Peru. The country’s rich cultural heritage—rooted in Indigenous, Spanish, and African histories—shapes both healthcare practices and health beliefs. One of the most important lessons I learned was the value of cultural competence in healthcare. When cultural differences are understood and respected, they can significantly improve patient outcomes and satisfaction. Traditional medicine and healers remain highly relevant in many Peruvian communities, especially in rural areas. During my internship, I often saw patients using leaves and other herbal remedies that had been passed down through generations. I observed healthcare providers who respectfully acknowledged these practices while also introducing modern medical interventions when needed, carefully balancing both approaches. I also saw patients who self-medicated with antibiotics and pain medications purchased from street vendors. Although this practice can be risky, physicians approached these conversations with patience and education, encouraging safer behaviors. This experience reinforced for me how essential it is to build trust and collaborate with local communities to provide holistic, culturally sensitive, and effective care. Language barriers were another meaningful part of the learning process. Even though I was conversational in Spanish, many patients spoke only Quechua, an Indigenous language common in the Andean region. This sometimes made verbal communication challenging, but it also underscored the universal nature of empathy in healthcare. One powerful moment occurred when I interacted with a 91-year-old woman who came to the clinic alone. Despite the language gap, we communicated through gestures and with the help of the physician’s limited Quechua. That encounter showed me how deeply kindness, patience, and compassionate presence can impact someone who rarely receives medical attention. I also encountered patients with chronic conditions whose health had been affected by a combination of access issues, lifestyle factors, and healthcare hesitancy. For example, one man in his fifties had uncontrolled diabetes that was leading to neuropathy and vision problems because he did not consistently renew his insulin. Due in part to diet and social norms, many patients lived with chronic hypertension. One patient, who had been taking his medications for three months, still presented with a blood pressure of 176/101. The doctor immediately referred him to the emergency room, knowing that such levels could lead to a stroke or heart attack. These cases were powerful reminders of the importance of preventive care, education, and easily accessible services in managing chronic disease. Another highlight of my internship was learning about Peru’s rich Incan history and how it continues to influence health beliefs and practices today. The Incas were known for their sophisticated knowledge of medicine and their holistic approach to healthcare. They used a wide variety of medicinal plants, many of which remain central to traditional Andean medicine. The Incan emphasis on the mind–body–spirit connection is still reflected in the beliefs of many Indigenous communities. As part of my internship, I visited several archaeological sites where we discussed the Incan approach to health and medicine. I learned about trepanation, the surgical removal of a piece of the skull to treat head injuries—a practice that revealed advanced knowledge of anatomy and surgical technique. These visits gave me a deep appreciation for Peru’s cultural heritage and the ways historical knowledge continues to shape modern health practices. During a tour of the city and surrounding ruins, we also learned about the arrival of the Spanish and the impact of colonization on the Incan people. We heard stories of the encomienda system and the attempted rebellion led by Tupac Amaru, the last Incan leader, whose tragic fate is still remembered. The Plaza de Armas—also called the Plaza de Lágrimas—was the site of many of these events and remains a powerful symbol of resilience and history. Seeing Spanish-built cathedrals constructed with repurposed Incan stone was a vivid reminder of the layers of history present in modern-day Peru. Overall, the tour was an unforgettable experience that deepened my understanding of Incan and Spanish history and its lasting influence on the region. Comparing the healthcare systems of the United States and Peru was eye-opening and thought-provoking. In the United States, healthcare is often characterized by advanced technology, ready access to specialized care, and a strong emphasis on patient autonomy—though these benefits are intertwined with high costs and complex insurance systems. In Peru, particularly in rural areas, healthcare is shaped by limited resources, the continued relevance of traditional medicine, and strong family and community involvement in health decisions. I noticed that patients in the United States are often highly informed about their conditions and actively involved in decision-making. In Peru’s rural communities, there tended to be more deference to healthcare professionals and traditional healers. This difference seemed linked to varying levels of education, cultural beliefs, and access to medical information. I saw many instances where patients trusted and followed the advice of their providers wholeheartedly. Preventive care was another area of contrast. In the United States, routine screenings and vaccinations are widely promoted. In Peru, preventive services can be harder to access, and patients may seek care later in the course of their illness, when conditions are more advanced. This experience sharpened my awareness of the importance of public health initiatives and the need to improve access to preventive care worldwide. Ultimately, this internship was not just an academic experience—it was a journey of personal growth. Living and working within another cultural and healthcare system pushed me beyond my comfort zone and taught me to adapt quickly. I learned to navigate communication barriers, build rapport with patients from diverse backgrounds, and develop a deep respect for cultural practices that differ from my own. These experiences have made me more flexible, empathetic, and culturally sensitive. Some of the most rewarding moments came from bonding with local healthcare providers and community members. Their dedication, perseverance, and compassion were incredibly inspiring. Despite the challenges and resource limitations they faced, they were unwavering in their commitment to providing the best possible care. Their example strengthened my own resolve to pursue a health-related career focused on service and equity. Now, more than ever, I am committed to working in healthcare—particularly in global health and healthcare equity. After completing my undergraduate studies and medical school, I envision myself serving underserved populations in international settings, working to increase access to and improve the quality of care. I am also deeply interested in public health initiatives that address social determinants of health and emphasize preventive care. My time in Peru sparked a fascination with medical anthropology and the ways cultural beliefs and practices influence health behaviors. I believe that understanding these factors on a deeper level will help create more effective interventions and better health outcomes. My internship with International Medical Aid in Peru changed my life and provided invaluable insight into global healthcare disparities and cultural competence. From the ingenuity of healthcare providers working in resource-limited settings to the richness of cultural heritage preserved since the Incan civilization, every day offered something meaningful to learn. The differences between the healthcare systems of the United States and Peru were both surprising and illuminating, reinforcing the need to work toward more equitable global systems. This experience solidified my commitment to a career in medicine, with a focus on global health and healthcare equity. It taught me the importance of empathy, adaptability, and cultural sensitivity in delivering compassionate, effective care. As I continue on my path toward becoming a physician, I am motivated to apply what I learned in Peru to advocate for improved access to quality healthcare for all, regardless of socioeconomic background.

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