The study investigated teachers\' perceptions of condoning and promoting senior phase mathematics learners into the FET Phase without learning support in a high school in KwaZulu-Natal. An exploratory case study investigated this phenomenon by looking at the teachers\' viewpoints of condoning and promoting learners, by conducting interviews with two mathematics teachers. The findings suggest that mathematical teachers perceived that condoning and then promoting learners into the FET phase, did not acquire the foundational knowledge in mathematics and therefore had a gradual increase in their knowledge gaps. This contributed to the challenges that mathematics teachers had to endure with their learners who struggled to attain good achievement levels in FET mathematics. As a result of this, their teachers will then make use of different complementary academic teaching and learning support strategies to help them improve their mathematics performance at the FET level. The success of a learning support programme to overcome their gaps in knowledge is dependent on a collaborative relationship between nurturing teachers, parents, and positive discipline in group teaching within supplemental classes.

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