M.Ed. / This investigation focused on the culture of teaching and learning in Dzata Secondary School. It has become a concern of educationists and politicians to revive the culture of teaching and learning in schools. Most South African schools for predominantly black pupils, are characterised by a serious erosion of the culture of teaching and learning. The purpose of this study was to analyse and describe the state of culture of teaching and learning in Dzata Secondary School. The research design was exploratory and descriptive, as it aimed to explore and describe the culture of teaching and learning in Dzata Secondary School. The theoretical investigation formed the basis for developing questionnaires and interview schedules for the empirical study. During the empirical investigation, quantitative and qualitative methods were used. The quantitative investigation included one questionnaire for teachers and one for pupils. The qualitative investigation included semi-structured interviews as well as observations in the school. The findings of the inquiry into the culture of teaching and learning indicate that factors such as the personal characteristics, the home and the school have an influence on the culture of teaching and learning. The empirical investigation into the personal characteristics of pupils revealed that the following aspects have a negative influence on the culture of teaching and learning: lack of a sound knowledge foundation insufficient study methods lack of self-discipline and a negative self concept insufficient academic language ability. The following family related factors were found to be inhibiting the establishment of the culture of teaching and learning: absence of parents from home and lack of moral and academic support overcrowded homes illiteracy of parents shortage of basic needs, for instance electricity, running water in the home and food. School related factors which were discovered to hinder the establishment of a culture of teaching and learning in Dzata School: time lost during school hours poor subject knowledge of teachers absence of lesson preparation lack of facilities in the school ineffective principal ineffective governing body Many of the problems that have a negative influence on the culture of teaching and learning in many South African schools for predominantly black pupils are rooted in the community. Hence it seems improbable that the problem of teaching and learning will be solved in the short run. In Dzata Secondary School, however, some immediate measures to improve the culture of teaching and learning are possible. The most important measures are: the introduction of formal lesson preparation by teachers introduction of literacy classes in order to serve the local community introduction of the time book for teachers and pupils grading of teachers in order of merit to motivate pupils to learn.