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Despite extensive research on the language-related challenges that impede learners' comprehension and academic performance, gaps remain. There is inadequate exploration vis-à-vis how language-related challenges influence history learners’ epistemic access. Underpinned by Decoloniality theory, this study explores how language-related challenges learners encounter influence their epistemic access to History. A qualitative approach, guided by interpretivism and phenomenology, will drive this study. Purposive sampling was employed to select Grade 9 history learners, parents, and teachers. Semi-structured interviews were used alongside observations and document analysis. Thematic Analysis was employed to thematise our findings regarding the influence of LoLT on conceptual understanding, monolingualism as coloniality, lack of resource availability and use, and language in a multicultural space. Irrespective of the geographical and participants limitations of this study, the Department of Basic Education may find these results useful to conscientize other schools, with the similar context, of the language-related challenges that may impede learners’ epistemic access in history. It may encourage translanguaging pedagogy strategies such as the use of learners’ entire linguistic repertoire, semiotic resources, multimodality, parents and community involvement to be used to address the abovementioned language-related challenges. It is vital for teachers to be trained on implementing translanguaging pedagogy as well. Notwithstanding, more research needs to be undertaken which seeks to find innovative ways to increase parental and community involvement in history education, to enhance learners’ epistemic access in history.