This report argues that, while the introduction of citizenship education, as proposed by some Zimbabwean scholars, may be desirable in Zimbabwe, there are a number of pre-conditions that need to be met before it can be meaningful, some of which I will demonstrate. In this report, I will demonstrate the conditions of teachers in the context of de-professionalization. I will also argue that unless the de-professionalization of teachers is addressed it will be meaningless and unproductive to implement the much needed citizenship education in Zimbabwean.