The purpose of this study was to explore the effects of overcrowded classrooms on teaching and learning. The research reflected in this study aimed to highlight the challenges teachers and learners encounter in overcrowded classrooms. A qualitative research approach was chosen as the appropriate methodology for this study. The data generation process was obtained through unstructured interviews with teachers and learners. The study’s sample comprised of three teachers and five learners purposefully chosen as participants who are knowledgeable and have an experience of overcrowded classrooms. The theoretical frameworks used was constructivist learning theory and socio-constructivist learning theory. The overall findings of the study point out that teachers and learners experience numerous challenges during teaching and learning as a result of a large number of learners in the classrooms. These challenges include inappropriate classroom management, inadequate classroom space, lack of motivation to participate and insufficient time allocated for assessment. For effective teaching and learning to occur in overcrowded classrooms it is recommended that teachers must be trained for best practices to improve in such circumstances.

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