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This article reports on Post Graduate Certificate in Education (PGCE) students’ experiences of learning as part time students in one South African Higher Education Institution. The aim of the study was to find out if part time students are fully included in the life of the university. This has been necessitated by the countries call for full inclusion of learners in teaching and learning. This study reveals the experiences and the feelings of students regarding the way they perceive teaching and learning as part time students. This is a qualitative study located within an interpretive paradigm. Two focus group interviews were conducted with PGCE students. These students were randomly selected from a pool of part time students. Each focus group consisted of six students. Data were transcribed and later were analyzed using phenomenological steps.  The results suggest that in most cases part time students do not get the attention full time students get. There are some activities full time students are exposed to which cannot be done with full time students. This includes inadequate teaching and learning contact sessions and communication breakdown. Lecturers offered by guest lecturers who are experts in different fields are also one of the ways in which part time students are excluded. This study highlights the importance of equating services given to these students as stakeholders in higher education institutions (HEI). Without consideration of full inclusion of students into the full life of the entire institution, the aim of producing more and better teachers is unlikely to materialize. The study concludes by making necessary recommendations to remedy the situation.Key words: exclusion, experiences, foundation phase students, full time students, higher education institution, part time students, services.

AN INVESTIGATION INTO FACTORS LEADING TO THE EXCLUSION OF PART TIME STUDENTS IN HIGHER EDUCATION INSTITUTIONS