Widening of access has become a national strategic priority since it had been a contended issue since the days of apartheid in South Africa. With the widening of access, there has been a realization that even higher education institutions needed to reform in such a way that they could deal with the diverse student body gaining entry in higher education. The aim of this study was to investigate implications of widening of access on teaching and learning in an institution of higher learning. The researchers used qualitative research approach in this study with phenomenological research design. The sample size consisted of five first year students and five final year students for focus group interviews. Six lecturers who are teaching at the institution of higher learning were also interviewed through open-ended interviews. Themes were identified and analysed using the qualitative approach. The results of the study revealed that widening access in the Universities needs to be well planned. The results further revealed that widening access results into challenges such as classroom mismanagement, poor assessment, and teaching and learning impediments. All these were found to compromise the quality of teaching and learning in South African Universities. The study recommended that lecturers be trained on how to manage overcrowded classrooms; and the university classrooms should be adapted to accommodate large number of students.

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