Research proposal writing is an essential academic skill for pre-service English teachers, equipping them with the necessary foundation for conducting research and enhancing their professional competence. However, learning to write research proposals presents numerous challenges that impact students’ academic progress. This study explores the experiences of pre-service English teachers in learning to write research proposals, focusing on the challenges they encounter and the strategies they employ. Using a qualitative case study approach, six students from the English Language Education Department at UIN Ar-Raniry were selected through purposive sampling. Data were collected through semi-structured interviews conducted via WhatsApp, allowing for in-depth exploration of participants' experiences. Thematic analysis was employed to analyze the data systematically. Findings reveal that students face both internal and external challenges, including difficulties in structuring research proposals, understanding academic writing conventions, selecting appropriate methodologies, and managing time effectively. To address these challenges, participants employed strategies such as seeking peer and supervisor support, utilizing online resources, and engaging in self-directed learning. This study highlights the need for enhanced instructional support and structured academic writing training in research courses. It recommends integrating explicit research writing guidance into the curriculum to better prepare students for their future academic and professional endeavors.