This study strives to single out the barriers and obstacles in terms of academic, course curriculum system and socio-cultural issues that impact on students' learning English language adversely in the prep year level at Jazan University, Saudi Arabia. This paper especially focuses on the factors affecting EFL ("English as a Foreign Language") students' teaching/learning engagement and progression at Jazan Community College (JCC) based on the semi interview of teachers, administrators and "classroom observations." The author administered the interview process based on a questionnaire and at the same time, the interviewees' reflections were noted down. The recorded data were analyzed qualitatively and quantitatively. The results of the research are expectedly surprising and contributing to EFL educational improvements and adjustments for all stakeholders in terms of instructional effectiveness. The data analysis in particular showed that most of the interviewing voices reflect students' negative stance towards learning English due to cross-cultural factors, lack of motivation and EFL teaching method and curriculum strategic defects in pre-university stage. In addition, this paper hypothesizes some effective and viable suggestions based on research investigation.