The book investigates the low performance in Shona at Grade seven level. The book argues that the sylabus does not guide teachers on exactly what to be taught at which level of upper primary level. It also argues that the texbooks used at this level are biased towards other dialects and that the examination also is biased in the same vein. The author argues that the examination also tests cultural and content issues instead of communicative competence. The author gives insightful recommendetions which help to reduce the problem of low scores in grade seven results