Grade R formal provision began after 1994 in South Africa. The significant role of Grade R in improving learners' experience of success in their schooling influences the policy reforms and urgency for Grade R provision. Regretfully, the skewing of the resources to the White population could not be fixed quickly and easily in meeting this policy imperative. Hence, this desktop review paper foregrounds the processes through which the Education Department has to go in making the dream of education for all Grade R learners a reality. The paper reveals that South Africa achieved a high rate of Grade R roll-out. The impact of Grade R is already indicated in the local findings and African regional studies; and as an indication of progress in formalising Grade R qualifications. However, the inequities continue to favour learners from better socio-economic backgrounds, and those who are geographically located in urban and semi-urban areas rather than rural areas. Grade R practitioners continue to carry the 'Cinderella' status on salaries and varied qualifications. In addition, lack of accurate data about learners who are not attending private and public Grade R institutions continue to hinder accurate reporting and efficient decision-making.