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Abstract
Classroom instructors have a task to choose the most appropriate strategies for effective teaching to enhance student achievement. The study sought to establish factors that influence classroom instructors to select suitable instructional strategies to use for teaching SiSwati as a first language in primary schools in Eswatini. The study adopted an interpretive paradigm where a qualitative research approach and a multiple case study were used. Schools and teachers were purposively sampled. The study used face to face interviews as a primary research instrument, document analysis and observations supplemented the interviews. Thematic analysis was used to analyse data. The findings of the study revealed that learners who were highly and responsive to instruction easily comprehend when taught in a variety of complex ways. The study revealed that once learners perform well, teachers used routine instructional methods. The study concluded that most teachers struggle in selecting appropriate teaching strategies when teaching Siswati. It was recommended that the Ministry of education should engage subject specialists who will assist teachers in selection of appropriate teaching strategies for the types of learners they have. It was also recommended that school administrators should allocate only teachers who are qualified and experienced in teaching the Mother Tongue.