This study investigates the challenges in teaching learners experiencing barriers in mathematics at the intermediate phase in Tshwane South District. Relevant literature review reveals that teachers’ inadequate training and lack of supportive structure hinders their pedagogy, resulting in demoralisation, frustration, and a sense of inadequacy. Nonetheless it is teachers’ responsibility to make learning happen; the inclusive educational policy maintains that teachers are the prime engine of realizing educational goals. They are to support and accommodate diverse learners and meet their needs (Department of Education [DoE], 2001). In situations where contradicting factors wrestle and contend with pedagogy practice actualizing the desire goal of including and supporting all will be difficult. The study was conducted within the qualitative paradigm; specifically case study design was employed. Ten teachers were interviewed from five different settings. An inductive analysis method was used to analyze data. Findings of the study indicate various challenges in teaching learners experiencing barriers in mathematics. The findings revealed issues related to education such as: language barriers, overcrowded classes, the Gauteng Primary Language and Mathematic Strategies (GPLMS), lack of resource materials. Learners and teachers factors influencing mathematics teaching and availability of support strategies to enable teachers to assist learners experiencing barriers. The study recommends that GPLMS should be revised to make proper allowance for learners experiencing barriers, inculcation of English language at the foundational phase, proper training of teachers for Screening, Identification, Assessment and Support (SIAS) implementation and hiring of relevant personnel to teach mathematics at foundational phase. / Inclusive Education / M. Ed. (Inclusive Education)