The aim of this study was to explore physics teachers' ramification of theory and practices as a result of physics content and pedagogical changes in the Further Education and Training (FET) phase. The researchers adopted the mixed method research approach. The quantitative aspect involved 109 physics teachers and the qualitative approach used ten purposively selected grade 12 physics teachers in two districts in the Eastern Cape Province. Data was analysed via simple descriptive analysis and themes. The findings revealed that irrespective of teaching experience at a stage in the content changed period, physics teachers felt confused regarding what theories and policies are to be practised. It was demonstrated that current CAPS policies and theories are not followed but rather old theories and practices of NATED 550 often dominate in teaching and learning of physics content. The need to ensure science teaching develops active problem-solving learners through current policies, theories and practices in curriculum reformations seems not engulfed by the physics teachers.