This study investigates the challenges faced by English Language Education Department students at UIN Ar-Raniry in pronouncing voiceless consonants in English. Using a descriptive qualitative method, the research involved 14 students from the 2021 class who had studied linguistics. Data were collected through semi-structured interviews and analyzed thematically. The findings revealed four main challenges: (1) phonetic interference from the first language (L1), especially with sounds like /θ/, /p/, /t/, and /k/ that do not exist in Bahasa Indonesia; (2) mismatch between English spelling and pronunciation, which leads to confusion and mispronunciation; (3) emotional and psychological barriers, such as nervousness, shyness, and fear of making mistakes that affect speech clarity; and (4) lack of consistent practice and exposure to real-life English pronunciation. These challenges hinder students’ ability to pronounce voiceless consonants accurately and fluently. The study concludes that more targeted pronunciation practice, emotional support, and phonological awareness are essential to help students overcome these difficulties. The findings also offer useful insights for teachers and curriculum designers to enhance pronunciation instruction in EFL contexts.