This study investigated community participation and perceptions on project- based support to public primary schools to ensure sustainability of basic education in Rorya District, Mara, Tanzania. Specifically, the overarching aim of the current study was to explore an approach that will strengthen community participation in project- based support to public primary schools to ensure sustainable FFBE for optimum learning. The study employed a concurrent mixed research design with quantitative and qualitative data triangulated for validation. The overall reliability of the questionnaires was .850 and .844 respectively. Data was collected using questionnaires and interview schedules. Descriptive statistics established means and standard deviations for variability in perceptions of the respondents; while Pearson Product –Moment correlation coefficient tested relationship. The study was guided by Ecological Systems Theory and Transformational Theory. The major findings of the study are that parents do not see the value of public primary school education and the advantages of fee free education; both parents and School Management Committee members do not see it important for the community to participate in project-based support for education; the null hypothesis was rejected; the respondents perceived the community inadequately supporting fee free basic education; the SMC observed that there were minimal challenges; the research collated the recommendations emerged from the study findings for interventions; and the researcher invented a model for community participation. The major recommendation is that the government in collaboration with the other stakeholders at Rorya District should conduct awareness seminars on the importance of community participation in project based support to public primary schools. Further, the study proposed a TWE project-based model: A Sustainable fee free basic education for public primary schools in Tanzania.