This study examines the various challenges faced by English as a Foreign Language (EFL) students at UIN Ar-Raniry in Learning Discourse Analysis (DA) and the strategies they employ to overcome these obstacles. While DA is essential for advanced language proficiency, EFL learners often struggle with its theoretical complexity and practical application, largely due to limited exposure to authentic English environments and a curriculum that emphasizes grammatical accuracy over critical discourse skills. The research aims to identify and analyze the core challenges related to understanding discourse analysis and to explore the specific coping mechanisms students use to navigate these difficulties. Utilizing a qualitative research design, the study conducted in-depth semi-structured interviews with ten EFL students from the English Education Department who had completed the DA course. The data collection aimed to capture detailed insights into students' experiences and perceptions. A rigorous six-phase thematic analysis, following Braun and Clarke's framework, revealed two main challenges: the theoretical complexity of discourse frameworks and barriers to practical application in contextual analysis. These challenges are often intensified by sociolinguistic interference from Acehnese-Indonesian bilingualism. In response, students displayed remarkable resourcefulness, primarily relying on peer collaboration and digital tools like YouTube and ChatGPT. The findings highlight the significant hurdles EFL students face in DA, emphasizing the need for pedagogical approaches that incorporate culturally relevant materials, promote collaborative learning, and provide structured support to bridge the gap between theory and practice.