This paper reports on the findings of a research study which sought to determine how teachers in the Ngaka Modiri Molema District (NMMD) of the North West Province of South Africa apply the simultaneous processes of teaching and learning and managing challenging learner behaviour. This was done with the hope of establishing how teachers create a balance in teaching and learning time and time used to attend to disciplinary matters. Underpinned by the qualitative paradigm, purposeful sampling was used to collect data through individual in-depth interviews with 50 teachers from 5 randomly selected secondary schools in NMMD. Data collected was analysed through open coding. Truthfulness was ensured through external and internal validity measures. The findings revealed that teachers spend time embarking on long sermons with few disruptive learners when responding to challenging learners� behaviours when they occur rather than actual teaching. Some teachers take the risk to ignore incidents of challenging learner behaviours in order to protect teaching time, thus promoting further occurrence of such behaviours. It is argued that behaviour could be dealt with in minimal time without affecting the entire teaching-learning process. In doing this, teachers need to establish a balance in time spent on all classroom processes, planned and unplanned if the curriculum content must to completed within the scheduled time. The best way to achieve a well-managed class is by planning in advance. Ignoring acts of misconduct of learners with the hope of saving teaching time does not eradicate the unacceptable behaviour as it will resurface in future and further consume teaching time. It is, therefore, recommended that while striving to secure teaching time, teachers should always endeavour to manage and modify challenging learner behaviour when they occur.

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