Learning and teaching support materials (LTSMs) are important recipe for driving effective classroom teaching and learning. The reason is simple, teachers teach better and learners learn quicker when tangible materials (LTSMs) are used to demonstrate learning. This study investigated the availability of and access to LTSMs in teaching the accounting component of Economic and Management Sciences (EMS) in South African Schools. Since the goal of EMS, as a subject in the South African schools, is to equip learners with real-life skills for personal and community development, investigating the availability and access to materials to realise this goal is vital. The study adopts a qualitative research design. Nine participants who are teachers of EMS were purposively selected from seven high schools within the King Cetshwayo District, in the KwaZulu Natal Province of South Africa. One-on-one interview served as the data collection instrument, and data collected was analysed thematically based on the major variables of the study such as the availability of, types and access to LTSMs, as well as the challenges faced by teachers in their attempt to access and use LTSMs to teach the accounting component of EMS. Findings of the study revealed the engagement of unqualified teachers teaching EMS, low access to charts and other visual LTSMs, over-dependence on textbook as LTSM, and willingness of teachers but lack of access to the relevant visual LTSMs. The study recommends, among others, the appointment of EMS trained teachers to teach the subject, training and re-training of current teachers of EMS, and extended collaborations between schools, Banks and other financial institutions that can provide useful tools and materials to aid the teaching and learning of EMS in schools, especially the Accounting component of the subject.

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