The status of being an undocumented learner presents a myriad of learning challenges to the affected learners. Schools in South Africa, particularly in the rural areas and those areas along the borders with Mozambique and Zimbabwe, have over a million undocumented learners who are either children of South Africans or children born from non-South African parents. The purpose of this study is to explore the experiences of the undocumented learners, their parents, and the schools against the findings of the Phakamisa judgement of 2017, Case No.2480/2017 which was held in the Eastern Cape High Court in Grahamstown. The undocumented learners are children who join the schooling system; grow up being undocumented in the system, become teenagers or young adults in the system and end up exiting the system without anything to show for the number of years they stayed in the system. This paper explores the problem faced by undocumented learners and its implications to them in the classroom and beyond. This paper will, in concert with the findings of the Phakamisa judgement, implore the policy makers to move beyond compliance and put together policies that will protect the right of children through interdepartmental cooperation to fast track the documenting of learners at birth, irrespective of the status of their parents.