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Class repetition policy serves to minimize instances of forceful repetition of classes or grades in primary schools. However, implementation of such policy has had its fair share of challenges in its implementation. Thus, this study intended to analyze the school dynamics for implementation of class repetition policy in primary schools in Embu East Sub-county of Kenya. The objectives of this study include; teachers' attitudes, physical facilities and instructional resources. The study applied mixed methods approach. The target population consisted of 71 head teachers, 797 teachers and 2132 Class VII pupils all totaling to 3000; sampled from 10 public primary schools. Research tools used were Questionnaires and interview schedules. Based on the findings, the research points out that, educators, teachers and other stakeholders should develop positive attitude towards education of primary school pupils. They should also provide the required environment both physical and psychological in order to avoid class repetition. On the other hand, the Ministry of education should allow unforced repetition.