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South Africa performs poorly in both national and international assessments, such as the Annual National Assessment (ANA 1 ) and the Progress in International Reading Literacy Study (PIRLS). In the ANA Home Language (as referred to by the Curriculum and Assessment Policy Statement [CAPS]) tests conducted in 2014, Grade 1 learners reached an average of 63%, Grade 2 learners had an average of 61% and Grade 3 learners had an average of 56%. In the 2016 PIRLS assessment, the South African literacy results were also alarming. Grade 4 learners averaged a reading score of 320 out of a 1000 on the PIRLS scale 2 , which is concerning because it falls far below the PIRLS 'low international benchmark' of 400 (Mullis et al. 2017:20). This describes a disturbing picture of education and its 'outcome quality' in South African schools (Modisaotsile 2012:s.p.). These results indicate the urgency for improvement in the quality of education, especially during the Foundation Phase because it is one of the phases (early years of schooling: grades 1-3) that directly affect learners' academic success later in life (Department of Basic Education [DBE] 2014a:42). In 2008, the South African Ministerial Committee on Learner Retention observed high repetition rates as early as Grade 1 (Department of Education [DoE] 2008:xii). The then DoE reported that out of 1000 people born between 1980 and 1984 (aged 23-27 years in 2007), about 984 entered Grade 1 and only 456 reached Grade 12. This means that not even 50% of this cohort who started Grade 1 reached Grade 12 (DoE 2008:xiii).1.The ANA's are no longer used as a standardised measure of assessment in South Africa. 2.PIRLS depends on ItemResponse Theory (IRT) scaling to combine each participating country's learner population and to provide accurate estimates of learner reading achievement. Background:The South African education system is characterised by a shortage of teachers and inadequate school infrastructure which is contributing to the overcrowded nature of South African classrooms. The current national learner-educator ratio (LER) is 33:1, and some classes have even reported an LER value of 50:1 and higher. The South African LER is more than double the average of the Organisation for Economic Co-operation and Development's international average of 16:1.Aim: This research has been conducted to identify overcrowdedness in classrooms as a factor associated with poor academic achievement.Setting: A qualitative research approach served this study best when an investigation was launched into the impact of overcrowded classrooms in the Foundation Phase in the Tshwane-West district.Methods: The study's sample comprised 10 purposefully chosen participants who are knowledgeable and experienced in the field of teaching in overcrowded classrooms in the Foundation Phase. The participants included heads of departments, primary school principals, higher education lecturers and a department of basic education official. In-depth, semistructured interviews were conducted with each of the participants.F...

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