This study explores strategies to improve learner performance in Grade 9 Technology, addressing persistent underperformance in the subject. Technology is a vital subject that equips learners with practical skills applicable beyond the classroom, enabling them to pursue technical courses at tertiary institutions and fostering opportunities for self-employment. An interpretivist paradigm and a qualitative approach were adopted to achieve the study’s objectives. Four technology teachers from two schools in the uMgungundlovu District were selected through convenience sampling and data was gathered through semi-structured interviews. Thematic analysis revealed that teachers often fail to align assessments with Bloom’s taxonomy cognitive levels, resulting in unbalanced examination papers that contribute to learners’ poor performance. Guided by Pedagogical Content Knowledge and the Zone of Proximal Development frameworks, the study recommends that the Department of Basic Education provide training to teachers on designing balanced and effective assessments. This paper will contribute to strategies aimed at enhancing teaching effectiveness, improving learner engagement, and informing policy reforms for better academic outcomes. Keywords: Grade 9 Technology, Learner Performance, Underperformance, Assessment Practices, Bloom’s Taxonomy