This study investigates the challenges faced by grade 10 teachers in Engineering Graphics and Design (EGD) classrooms and their impact on learners' performance, particularly related to poor outcomes on the National Senior Certificate (NSC) examination. The study used convenience sampling to select five EGD teachers from two schools offering the subject adopting an interpretivist paradigm and a qualitative research approach. Semi-structured interviews were conducted to explore teachers' experiences and perspectives with data analyzed using thematic analysis. The study used the Pedagogical Content Knowledge (PCK) theoretical framework to look at how content delivery and teaching strategies are related. The findings reveal a significant lack of basic resources in EGD classrooms which negatively affects teaching and learning processes. Teachers struggle to deliver effective instruction because of inadequate tools and materials, impacting learners' understanding and performance in the subject. The study concludes that addressing resource shortages in EGD classrooms is crucial for improving teaching effectiveness and student outcomes. Learners are deprived, contributing to poor performance in national examinations without adequate resources. Therefore, the study recommends that the Department of Education prioritize the provision of essential resources in EGD classrooms to enhance teaching and learning experiences, leading to improve learner performance.