Thesis writing become one of the most challenges in graduating from university for English as foreign language students. This study explores the thesis writing difficulties faced by English Language Education students. Through sociocultural lens, it examines how social and cultural factors influence their experiences and the strategies they employ to overcome writing challenges. Adopting a qualitative case study approach, the research utilizes purposive sampling to interview four final-year students actively engaged in thesis writing. Data collection involves in-depth interviews and document analysis. Thematic analysis used to identify the difficulties students faced and the strategies they developed to address them. The research investigates two key areas: 1) Sociocultural factors influencing thesis writing. The study explores how social factors (student-supervisor relationships, peer psychological support, personality and personal traits) and cultural factors (students’ lack of academic and reading ability, thesis regulations and convention) create challenges for students in thesis writing process. 2) The research examined the strategies students employ to alleviate their writing difficulties, including consulting a supervisor, striving to study independently, time management, and therapy and stay motivated. The findings of this study will contribute to a deeper understanding of the challenges faced by students in thesis writing, particularly within a sociocultural context. This knowledge informs educators on how to better support students and develop strategies to help students overcome these challenges.