The aim of this study was to explore the learning of mathematics word problems by African immigrant early learners in the Western Cape Province of South Africa (SA). Phenomenology was used as the philosophical underpinning for this study and also informed the research method. Purposive sampling methods were used to select 10 African immigrant early learners and their 5 South African teachers as participants from a target population of 1453 learners and their 52 teachers in township schools in Cape Town. Participants were interviewed individually and observed during mathematics classes that dealt with the teaching and learning of mathematics word problems. Data were analysed using Colaizzi's phenomenological data analysis method. The findings revealed that African immigrant learners were challenged with teachers' teaching skills; limited relevant prior knowledge of working with word problems; stigmatisation; the nature of learner-learner and teacher-learner interactions; and teachers' use of code switching in the learning and teaching of mathematics word problems. In order to promote learning of mathematics problems by African immigrant learners it is recommended that teachers should use mixed language groupings and explicit definitions of mathematical terminology, use immigrant early learners' learning experiences as a resource and minimise code switching and stigmatisation.