Teenage pregnancy and motherhood are among the major causes of gender inequality in education in the contemporary global community. This study sought to examine the effectiveness of interventions in redressing the negative effects of schoolgirl pregnancy on teaching and learning at four high schools that experienced high rates of schoolgirl pregnancy in a rural setting in Limpopo Province, South Africa. A case study design and qualitative research methods were used to collect and process data. Purposive sampling was employed to select 20 members of the school governing body (SGB), 4 school management team (SMT) members, 8 pregnant-monitoring teachers, 8 class teachers and 8 schoolgirls who were either pregnant or parenting at the time of data collection. The main findings of the study were that pregnancy-monitoring teachers played roles that were beneficial to pregnant and parenting girls, there was a non-alignment between national policy and school guidelines on pregnant and parenting girls, and the four schools differed in the way they implemented national policy concerning schoolgirl pregnancy.