<![CDATA[Overcrowding, subject streaming, and broader systemic challenges are persistent issues in many township schools across South Africa. Subject streaming is often employed to group learners to manage large class sizes based on perceived ability. While this approach is theoretically intended to support differentiated teaching, allowing more able learners to progress rapidly while offering slower learners more time, it often results in unintended negative consequences. Overcrowding in subjects perceived as “easier” compromises teaching and learning conditions, while low enrolment in gateway subjects like Mathematics, Physical Sciences, and Accounting limits learners' academic and career opportunities. Moreover, systemic challenges such as resource constraints, teacher shortages, and curriculum inflexibility exacerbate the situation. This qualitative study investigates the combined impact on a secondary school in the Pretoria North district. Drawing on interviews with teachers and departmental heads and grounded in educational theories that guide classroom management in diverse contexts, the findings highlight that while subject streaming may offer some instructional advantages, it also reinforces learner inequalities and places additional burdens on educators. The paper calls for a holistic re-evaluation of educational strategies in township schools to promote equity and quality learning outcomes.]]>
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