This is a qualitative study that investigated the use of bells in Tanzanian primary and secondary schools. Its objective was to determine the experiences of schools, teachers and students in relation to the use of bell(s). The main assumption of the study is that school bell in one of the socialization agents in Tanzania. It mainly focused on the types, number and location of bells in each school, the functions of the bells, characteristics and experiences of timekeepers, and the influence of bells on students and teachers in relations to school life. The subjects of the study were composed of mostly teachers, students and school timekeepers in Morogoro and Kilimanjaro Regions. The study also used subject the researcher had encountered in different occasions. The main data collecting instruments were interviews and observations. The findings included that all schools had “bells” of different types located in areas to be heard by all; timekeepers were outstanding students, and there are three main functions of the school bell. The school bell is of prime importance in smooth function of school. Use of school bell is part of the hidden curriculum in Tanzania. It recommended that further studies should be carried out to establish if experiences with school bell has any psychological effects on students, teachers and timekeepers.