This study investigated factors that cause the poor performance of learners in the science subjects at the Ingwavuma Circuit. Using a mixed method design, samples were chosen purposefully in four high schools in the Ingwavuma Circuit. The schools identified were schools that underperformed in the science subjects in the year 2014. Grade 12 science teachers and Grade 12 science learners participated in this study. The data were collected by means of two closed-ended questionnaires. One of the questionnaires was designed for completion by the teachers (3) and one by the learners (98). In addition, structured interviews were conducted with eight teachers and eight learners. The data were analysed using SPSS and manual analysis. The data were recorded and summarized by means of descriptive statistics and was interpreted using literature review. The results of this study indicate that factors that contribute to poor performance are, namely a change in the curriculum, the time allocated for each science topic, the teachers’ teaching load, resources, the educators’ lack of specialized content knowledge, the medium of instruction, the involvement of the parents, poverty, and motivation. From these results recommendations for policy were suggested. / Science and Technology Education / M. Ed. (Natural Science Education)