This paper explores the teaching and assessment practices of some lecturers at the National University of Lesotho in view of the negative perception that was created in the press and also suggested in limited research findings about quality-related issues. We adopted a qualitative approach and drew from Constructivism's theoretical lens to appraise the teaching and assessment practices at this institution. We interviewed one lecturer from each of seven faculties, and analysed samples of papers provided by them. Findings suggest that lecturers are mostly overwhelmed by overcrowded classes and poorly equipped lecture halls, together with a lack of training regarding teaching and assessment and are generally content driven in their teaching and assessment approach. We propose that the institution address these deficits by strengthening its staff development and support programmes. [For the complete Volume 13, Number 1 proceedings, see ED568595.]