This study aimed to evaluate the effectiveness of a remedial teaching intervention in improving learners' understanding of trigonometric equations. Using a mixed methods exploratory case study design, a purposive sample of 24 Grade 11 learners from a rural school in the Eastern Cape province participated in the intervention. The research involved administering a pretest and post-test to assess learners' performance before and after the intervention, along with qualitative interviews with two teachers and learners to gain deeper insights into their experiences. Key findings revealed that learners struggled with misconceptions such as confusing trigonometric identities, failure to recognize the behaviours of trigonometric functions in different quadrants and errors in algebraic manipulation during the pretest. After the intervention, which included individualized instruction, small group tutoring, targeted practice exercises, along with audio-visual aids, most learners showed significant improvement in their problem-solving abilities. The study highlights the importance of addressing misconceptions in trigonometry through targeted interventions and reinforces the value of scaffolding and constructivist approaches in remedial teaching. These findings have practical implications for mathematics education, especially in contexts like South Africa, where tailored support can enhance learners' mathematical achievement and confidence.