The implementation of the Teaching, Learning and Assessment of the English First Additional Language (EFAL) policy has brought frustration to both educators and learners. The purpose of the study was to explore the challenges experienced by educators during the implementation of the EFAL teaching, learning and assessment policy. The researcher adopted an explorative qualitative approach to conducting the study. Permission to conduct the study was obtained from UL TREC and the Department of Basic Education (DBE). Participants received consent forms for their voluntary participation in the study. Four English First Additional Language educators were purposefully selected to participate in the study. They were selected for their expertise in teaching EFAL. Data were collected through in-depth interviews and observations. The data was analysed using thematic analysis in emerging themes following the six stages of the thematic approach. The findings show that excessive administration duties, lack of resources, overcrowded classrooms, insufficient planning and preparation, lack of interest and time management are some of the challenges educators experience during the implementation of the EFAL policy. The study reflects a representation of a population of rural, understudied and low socio-economic status which is mostly less represented in literature. The study adds to the body of knowledge and highlights context specific factors that affect the implementation of teaching, learning and assessment policy in EFAL, in the Capricorn district, Limpopo province, South Africa. The recommendations are to increase contact time, develop a resource pack for informal assessment activities, improve infrastructure, strengthen support, intensive monitoring and moderation of teaching, learning and assessment activities.