The aim of this study was investigating challenges students face in learningrnwriting in Sophomore English course. This was examined making two specificrnobjectives central. These were identifying the prevalent challenges andrnassessing the impact of these challenges. In order to attain these objectives, arndescriptive statistical analysis was employed using a sample of 48 studentrnand 8 teacher respondents selected by simple random sampling method. Thernfindings of the study revealed that student related challenges such as loosernstudents' cooperation, weak readiness and lack of interest to learn writing asrnwell as their poor background are among the prevalent problems that hinderrnstudents' learning of writing in Sophomore English course. Moreover, otherrnproblems like learning barriers and ineffective use of learning strategies,rnchallenges related to language skills and other pedagogic albatrosses hinderrntheir learning of writing. Based on the findings, it was concluded that studentrnrelated problems such as their loose interest and readiness to learn writing,rnweak background and poor cooperation are found to be prevalent challenges.rnMoreover, their unconscious use of learning strategies and presence ofrnlearning barriers hinder their effective learning of writing. Additionally, otherrngreatly manifested obstacles to their learning of writing include factorsrnassociated with teachers' modes of teaching, alienated provision of writing inrnthe course, Sophomore English, and large class size. As per the conclusions,rnteachers, management of AUC, MoE and other concerned bodies arernrecommended to pay due attention to such prevalent challenges students facernas students' enthusiasm, collaboration, use of strategies, effects of learningrnbarriers, course provision system and class size.