Prevention and Combating of Corruption Bureau (PCCB) clubs are intended to help young Tanzanians move from learning about corruption to practising integrity in everyday life. This article examines how students and school staff understood this role in four secondary schools in Dar es Salaam. The study used an interpretive qualitative multiple-case design and drew on four 60-minute focus-group discussions involving 24 student club members, as well as five interviews with teachers and a school matron. Data were analysed thematically by comparing experiences across the four schools and examining areas where student and staff accounts supported or differed from one another. The study revealed that participatory activities—including drama, debate, discussion, songs, role play, seminars, guest speakers, media activities and study tours—made ideas about integrity and accountability easier for students to understand, remember and apply. It also revealed that club participation strengthened students’ honesty, confidence, awareness of rights and responsibilities, willingness to discuss corruption, and sense of responsibility towards their schools and wider society. Staff reported that club members participated more confidently in classroom discussions about corruption, ethics, rights and accountability. However, limited time, materials, teacher preparation, student attendance and PCCB support reduced the clubs’ effectiveness. The findings suggest that PCCB clubs can strengthen integrity and accountability when schools provide protected time, trained teacher patrons, meaningful student leadership and sustained PCCB involvement.