The study sought to examine the challenges experienced by teachers of multi-grade classes. Multi-grade teaching has become one of the priority topics in the Teaching profession agenda. The reason for bringing this issue onboard is the recognition that multi-grade teaching has a potential to improve quality of teaching. This study therefore seeks to identify the challenges experienced by teachers of multi-grade classes. A qualitative research was conducted in Nzhelele East Circuit. Six schools with multi-grade classes were purposively sampled. Data were collected through individual interviews with five teachers of multi-grade classes and six principals of the sampled schools and focus group interviews were conducted with three groups constituted of 3 teachers each from the 3 identified schools. Data were also collected through lesson observations. Data were categorised according to themes and then analysed inductively. The study revealed that multi-grade teachers experience a number of challenges. The study thus, recommends that the Department of Education should strengthen continued professional teacher development (CPTD) in teaching in multi-grade context. CPTD should also be extended to professionals like curriculum advisors to re-skill them on their advisory roles. The Department of Education should also ensure that the number of grades in multi-grade classes should not exceed two. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)