This study aims to examine the number of students in Islamic boarding schools who still struggle with using grammar correctly. Grammar, in this context, refers to the rules that govern sentence structure, verb usage, and word order in English (Ur, 2012) and to explore the reasons behind their difficulties in achieving better grammatical accuracy in English. Despite having exposure to English learning, many students continue to face challenges in constructing grammatically correct sentences, which affects their overall language proficiency. This research investigates factors contributing to these difficulties, including first-language interference, teaching methods, and learning environments. For example, students whose first language is Indonesian may say “She go to school” instead of “She goes to school” due to the absence of subject-verb agreement in Indonesian. Using a qualitative approach, data were collected through observations and questionnaires to identify key challenges and patterns in students' grammar usage. The findings highlight the need for more effective teaching strategies and supportive learning environments to improve students’ grammatical competence. This study provides valuable insights into enhancing grammar instruction in Islamic boarding schools, helping students develop stronger English communication skills.