Chuunga Mathias-ShimangaMkhize Themba-RalphNdwandwe Ntokozo-Dennis2026-06-062026-5-2910.17583/remie.18549https://pubs.cidrz.org/handle/123456789/12852<jats:p>The United Nations Sustainable Development Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Included in this is early-grade literacy in a child's life and how it impacts adulthood. This underscores the need to teach literacy effectively, which catalyses other milestones in one’s life. However, early grade literacy has been facing several challenges, including learners' inability to read and write due to low teacher competence. Low teacher competence can be boosted by teacher support and mentorship. This study aimed to examine how teachers of early-grade learners experience support and mentoring in advancing SDG#4. A qualitative study was employed using the case study design. Data were collected through semi-structured one-on-one and focus group interviews. Analysis was done through themes emerging from the data. The study's findings show that teachers for early grade learners were supported and mentored differently. Despite the positive picture, the teacher support and mentorship faced many challenges; among the major ones is the workload on the mentors. Therefore, the study suggests several recommendations.</jats:p>https://doi.org/10.17583/remie.18549