Teachers experience learner challenging behaviour in primary schools worldwide. In South Africa, learner behaviour is undermining teaching and learning and compromising safety in some primary schools. To understand teachers' experiences of learner challenging behaviour, a qualitative data-collection approach was applied. Data from 15 teachers from 3 public mainstream primary schools were collected using semi-structured interviews. Thematic analysis findings suggested that teachers experienced learner challenging behaviour daily through disruption, aggression, bullying and illicit type behaviours. Social cognitive theory accentuated that children were autonomous and could influence their environments through their behaviour. Teachers' experiences should be cogitated to improve primary school spaces.