This study examines how well the Pedagogical Content Knowledge (PCK) theory teaches Consumer Studies, one of the subjects included in the South African curriculums under Science and Technology category. The amount of PCK that a teacher has mastered always affects how effective they are in the classroom. Determining the PCK of educators and their efficacy in instructing Consumer Studies in the classroom was the main goal of the study. To further understand instructors' PCK, the study used an interpretive qualitative method, interacting closely with participants. After analysis, the data was categorized into significant themes. Purposive sampling was utilized to choose three instructors from the chosen secondary schools, making three teachers the sample size for this study. Interviews that were semi-structured were used to gather data. The results showed that PCK had a high degree of proficiency in teaching Consumer Studies. The study's overall conclusions show greater PCK, increased professionalism and efficacy of educators, and better learning results for students, including higher levels of motivation among both teachers and students in the classroom. In particular, PCK helps students learn and teach Consumer Studies more effectively in the classroom.

Keywords: Consumer Studies, Effectiveness, Pedagogical Content Knowledge, Teacher knowledge.