Understanding the challenges pertaining to the teaching and learning of mathematics word problems is important in order to formulate effective strategies that will address the challenges. The qualitative case study reported in this article describes the teachers' and the learners' experiences regarding mathematics word problems. Data were collected through focus group discussions and reflection sessions, through the use of the free attitude interview technique used to initiate the conversations. Thematic analysis was used to analyse data. Analysis of data revealed challenges related to lack of English proficiency, limited knowledge of mathematical vocabulary, the effects of "out of context" meanings and lack of understanding mathematical language and structure to be the sources of difficulty for teaching and learning mathematics word problems. Findings of the study suggest the need for challenges to be understood in context in order for meaningful possible solutions to be formulated. Thus the learners' experiences should be regarded as important guidelines for informing better teaching of mathematics word problems.