Accrediting a university programme is a complex process that requires justification, alignment with national policies and with regional, continental and global agendas, as well as the official approval of various authorities. However, there remains a gap in the literature regarding the specific ways in which universities undergo such practical processes. The aim of the case study documented in this chapter is to provide empirically based insights into how two universities in the Western Cape Province mediated the process of accrediting their Foundation Phase Bachelor of Education programmes. The findings emanated from interviews conducted with the Deans and Assistant deans of the respective faculties of education who participated in a process of designing and accrediting their programmes. Besides the plethora of national policies that need to be considered in such a process, the findings indicated that both universities relied on the Minimum Requirements for Teacher Education Qualifications (MRTEQ). The various challenges facing the implementation of programmes in both universities included the lack of inclusion in their programmes of the target demographics. These in turn include the languages of teaching and learning, and the home languages of Black Africans, such as isiXhosa. This is based on the realities of the expectation that these teachers teach their learners using their home languages. The other perceived lack of inclusion was the gender imbalance: it was found to be the norm for the Foundation Phase pre-service teachers to be female. Based on these findings, we argue for the need to consolidate the existing multitude of policy documents into one comprehensive policy guideline. Related to this, we advocate, for universities’ programmes to be accredited, that they be required to submit an indication of full, instead of the present substantial, compliance with the existing higher education policies.