This study sought to determine how teachers handle learners with learning difficulties in the classroom. The study was based on the following objective: establish how teachers handle learners with learning difficulties in the classroom, identify the challenges faced by teachers when handling learners with learning difficulties in the classroom and establish possible solutions to minimise the challenges faced by teachers when handling learners with learning difficulties. The study was underpinned by the theory of social constructivism by Vygotsky. A qualitative approach was adopted for this study where a case study was chosen as a research design. A convenience sampling technique was used to sample 10 teachers who participated in the study. Data were obtained through individual in-depth interviews and thematic analysis was employed to analyse the data. The findings of the study revealed that teachers encourage learner participation during lessons. Teachers also encourage and learners to work collaboratively with their peers and this help and enable those with learning difficulties to understand the content from their colleagues. The study further revealed challenges faced by teachers such as the congestion of the learners in the classroom and the time allocated per period. The teachers suggested that schools should build additional classes and constantly be equipped with skills and knowledge on how to handle learners with learning difficulties in the classrooms. The study recommends that teachers should be continuously be equipped with skills and knowledge to handle learners with learning difficulties. It is also a recommendation in this study that learners with learning difficulties be awarded with an opportunity to access quality education proper infrastructure and instructional resources.