The transition of students from primary to secondary-level schools is examined, alongside the concepts of horizontal and vertical articulation and their implications for both students beginning at the secondary level and the teachers who receive them in Grade Seven. The results of a survey conducted among Grade Seven secondary students and feedback from their teachers highlight the challenges both groups initially faced in the classroom. Findings indicate that a student who learns Spanish at the primary level benefits when the language is taught again “from scratch” at the secondary level, where the language is taken more seriously by many as a subject. The Restart Policy affects numerous students, as those in the Primary Level Spanish Pilot Programme (PLSPP) eventually attend secondary schools after having studied Spanish from Grades One to Six. Most students surveyed did not mind starting again as absolute beginners, and their teachers prefer to teach the same material to all incoming students to ensure that every student has a similar foundation to build upon for progress.