This chapter delves into the quality of initial teacher education (ITE) programmes in South Africa, with a particular focus on the perspectives of fourth-year pre-service teachers (PSTs) enrolled in Foundation Phase (FP) Bachelor of Education (B.Ed.) Mathematics programmes. The study sheds light on the challenges that these programmes face, such as unequal access to resources, language barriers, social marginalisation, and inconsistent programme objectives across institutions. These issues significantly affect the experiences of PSTs and shape their perceptions of the quality of instruction they receive. Furthermore, the chapter explores how these challenges influence the ability of PSTs to engage meaningfully with both theoretical content and practical classroom applications. To provide a robust analysis, the chapter employs Bandura’s Social Cognitive Theory as a theoretical framework. This approach enables an examination of the dynamic interplay between environmental, behavioural, and personal factors that collectively shape the quality of ITE. Specifically, the chapter aims to achieve the following objectives: (i) To investigate fourth-year PSTs’ understanding on high-quality Mathematics instruction in an FP B.Ed. programme, and (ii) to explore the factors that fourth-year PSTs perceive as enhancing the quality of Mathematics instruction in a B.Ed. programme at two universities in the Western Cape. The study utilises qualitative research methods, including in-depth interviews with PSTs, to gather insights into their lived experiences. These interviews reveal key areas where teacher education can be improved to better support the development of future teachers. The chapter concludes by emphasising the need for a multi-dimensional approach to improving teacher education quality in South Africa. This approach emphasises addressing systemic inequalities within the education system, bridging the theory–practice gap, and empowering PSTs with essential knowledge, skills, and confidence. By prioritising these areas, South Africa can foster a more equitable, inclusive, and high-quality education system that ensures high-quality Mathematics instruction in the FP B.Ed. programme.