Purpose: The goal of this article is two-fold. The first is to contribute new insights to inform education policies for addressing the underlying educational inequalities and injustices that are caused by lack of epistemic access in the context of Fiji higher education. The second is to explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries. Design/methodology/approach: To explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries. The study was conducted at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university programme. The same cohort was tracked throughout the project, out of which 30 students were interviewed at the end of the first year. Findings: The four indicators include: (1) lack of teaching and learning resources, (2) language barriers, (3) problems with the medium of instruction and (4) shortage of experienced teachers. Originality/value: Although widely acknowledged in previous studies from elsewhere, the indicators of educational inequalities identified in this study are worth reporting on due to the unique socio-cultural and linguistic context of Fiji.