The overarching purpose of this study was to explore teacher views on some issues that hinder quality in teaching and learning at a TVET college. This is explored by considering challenges that face teachers in providing quality teaching and learning. A total of twenty-four lecturers participated in the study. The study adopts a mixed methods approach and enacts Karl Maton` Legitimation Code Theory (LCT) as its analytical framework. Data were collected by means of interviews, questionnaires, and document analysis. While a symbiotic relationship is expected to exist between expertise and decision-making structure in the technical and vocational education and training (TVET), there is a dichotomous gap in the two domains, which in turn compromises the quality of teaching and learning.
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