The purpose of this study was to explore pedagogical practices and factors that influence employability of N6 Accounting students from TVET colleges in the Eastern Cape. The study was stimulated skyrocketing general and youth unemployment and debates about questionable quality of TVET graduates in South Africa. Therefore, this motivated the researcher to interrogate the pedagogical practices that influence employability of Accounting N6 graduates from TVET colleges. This study was grounded on Brigstock‟s conceptual model. The qualitative approach and constructivism as a paradigm were adopted to provide a praxis for this research. The data was collected from 15 purposively sampled lecturers who were involved in the teaching and learning of Accounting in 8 TVET colleges in Eastern Cape. A triangulated approach to gather data was adopted where 16 semi-structured interviews with lecturers, questionnaires and classroom observations were also used to extract the data. Findings from the study showed that teaching and learning for the promotion of employability skills is in jeopardy as a result of the lack of teaching and learning resources, rigid assessment practices, excessive use of traditional teaching routines and insufficient industry linkage. This study recommended that there is a need for redefining teaching routines that elevate holistic development of students from TVET colleges, lecturers should impose assessment practices that develop other graduate skills rather than administrating assessments only for promotion purposes.