When it comes to assuring the honesty of assessment assignments, moderation is a necessary component at each and every school. The goal of moderation is to guarantee that educators apply consistent standards-based judgments in their classrooms. The primary goal of this study was to determine the obstacles that Afrikaans teacher moderators confront during the moderation of grade 12 school-based examinations in the Ekurhuleni-North District. A qualitative approach which explore seven theme of two respondents was utilized to elaborate on how teachers are affected by curriculum change. The problem was that educators in Afrikaans are not organizing the files according to the prescribed texts or new curriculum. Keeping in mind that one of the primary responsibilities of a teacher moderator is to ensure that the learners' School Based Assessment tasks and the marking level on their assignments are consistent, this research was carried out. Based on the respondent's answers, e-moderation is a challenge to Afrikaans teacher moderators. The educators in Afrikaans are not trained in using computer systems, and some even have basic computer skills only. The study recommend the DBE's competent facilitators should present more seminars, schools should have more resources, annotation software that is easy to use, teacher moderators should be given five working days to moderate the school-based assessments for Grade 12s and lastly the schools are recommended to conduct internal departmental memo Discussions at the school level in marking SBAs (i.e., project, assignment and controlled tests).