A study was conducted to investigate the future of woodworking in primary schools in Zimbabwe. Although such subjects have generally been organized along the same lines as traditional academic subjects, strategies vary from one country to another and so do the problems. The investigation covered all the primary schools in Zimbabwe teaching woodworking. Data were collected using questionnaires, interviews, and such documents as course syllabi and schemes of work. Responses were obtained from 36 woodworking teachers, 4 primary school headmasters, and 3 curriculum development officers. Findings from the study indicate that some aspects of woodworking can be taught in primary school; in Zimbabwe they are taught in very few urban primary schools. The course, when taught, emphasizes skill training, while suffering from insufficient funds and a shortage of tools, often as a result of theft. The study concludes by suggesting steps that can be taken to improve the present situation, such as increasing the financial and material support or embarking on the design of a broad primary school technical subjects course. (Document includes 35 references, questionnaires and interview forms, and examples of woodworking exercises.) (Author/KC)