In South Africa, progression refers to the elevation of a learner from one grade to the following grade (excluding grade R), in spite of the learner not having achieved all the promotion stipulations (DBE, 2012a). This article is embedded in a social justice theoretical framework that advocates for a just society through fairness, equal access to opportunities and social privileges within a society. It aims at advocating for both teachers and learners' rights, against the progression policy that seems to marginalise them. Our study employed a qualitative approach in order to gain insight into the challenges teachers face and the effects of the progression policy on learners. A purposive and convenience sample of 16 teachers and 8 departmental heads was interviewed and put in a focus group discussion to determine their perceptions on the implementation of the progression policy. We used a content analysis method that explored covert and explicit meanings of underlying explanations from research participants. Results indicate that teachers face many challenges in implementing the progression policy, which negate the intention of the policy and the quality of education. Our article recommends that teachers be given the necessary support they require to successfully implement the policy.