The purpose of this study was to explore pedagogical practices and factors that influence employability of N6 Accountingstudents from TVET colleges in the Eastern Cape. The study was stimulated skyrocketing general and youth unemployment anddebates about questionable quality of TVET graduates in South Africa. Therefore, this motivated the researcher to interrogate thepedagogical practices that influence employability of Accounting N6 graduates from TVET colleges. This study was grounded onBrigstock"s conceptual model. The qualitative approach and constructivism as a paradigm were adopted to provide a praxis for thisresearch. The data was collected from 15 purposively sampled lecturers who were involved in the teaching and learning of Accountingin 8 TVET colleges in Eastern Cape. A triangulated approach to gather data was adopted where 16 semi-structured interviews withlecturers, questionnaires and classroom observations were also used to extract the data. Findings from the study showed that teachingand learning for the promotion of employability skills is in jeopardy as a result of the lack of teaching and learning resources, rigidassessment practices, excessive use of traditional teaching routines and insufficient industry linkage. This study recommended thatthere is a need for redefining teaching routines that elevate holistic development of students from TVET colleges, lecturers shouldimpose assessment practices that develop other graduate skills rather than administrating assessments only for promotion purposes.