The study aimed at establish the benefits and the challenges of implementing the subject specialization policy in primary schools in schools in Lusaka province. The objectives of the study were to determine the benefits and challenges of implementing the subject specialization policy in primary schools in schools in Lusaka province. A descriptive survey was used in conducting this research. The study used both qualitative and quantitative methods of data collection. the sample consisted 142 respondents: 111 female teachers and 31 male teachers, in selecting the participants, simple random sampling technique was used. The study employed the questionnaire and focus group discussion to ensure validity of the findings. The quantitative data was analyzed using the statistical package for social sciences computer software while the qualitative data was analyzed by coding and grouping the emerging themes. The study has revealed that the majority of the teachers (90%) said that subject specialization has enhanced their quality of learning. This is due to the fact that instead of teaching so many subjects, they now teach only two subjects. It has also emerged from the study that subject specialization has improved learner’s performance. This is evident from 79.3% of teachers who indicated that subject specialization has improved academic performance of their learners. It has also emerged from the study that subject specialization has brought about high level of subject mastery by the teachers. This is seen from 72.5% of teachers who indicated that they are now more competent in the subjects they teach. The majority of the teachers (67.6%) indicated that subject specialization has reduced their work load giving them enough time to adequately prepare for their lessons. The study also showed that the majority of the teachers (75.3%) are now more effective in their teaching because of subject specialization. As regards to challenges of implementing specialization policy, 69% of the teachers indicated that some teachers are given subjects that they may not be good at. In a focus group discussion, teachers indicated that some teachers are given subjects where they may not be competent. Arising from the findings of the study, the following recommendations are made; 1. School managers must allow teachers to choose the subjects they want to specialize in. School managers must promote continuous professional development to enhance quality teaching.