Abstract: The aim of the research was to evaluate teachers’ understanding of the Curriculum and Assessment Policy Statements (CAPS). This study was underpinned by both constructivist and critical theories. It involved an analysis of the merits and demerits of teachers’ understanding of the CAPS in selected primary schools in the Gauteng Province of the Republic of South Africa. Qualitative research assisted the researcher to evaluate how teachers understand the CAPS. Data were analysed by selecting, comparing, synthesising and interpreting information to provide explanation. It has been established in this study that teachers received training on the CAPS. The findings revealed that the facilitators of the workshops were sufficiently competent. It is therefore necessary to find appropriate professional development approaches to ensure that all teachers even the most experienced ones are equipped with the necessary knowledge and skills for improving learner performance.