The aim of this study is to determine the factors which harden learning English as a foreign language in the classes of the Faculty of Education in the University of Valladolid, Spain. As it is unquestionable today, English plays a significant role in the field of education as a Lingua Franca. Yet, learners of English experience various kinds of difficulties because of several reasons in the process of learning a foreign language. Hence, a descriptive study was conducted to bring about the problems students face while learning English in the educational system of Spain. A hundred and twenty (87 female and 33 male students) university students (1st, 2nd, and 3rd grade) participated in the study from different departments of Palencia Education Faculty of the University of Valladolid in the academic year 2015-2016. The data were collected through an open-ended questionnaire and semi-structured interviews. The data were analysed and classified thematically. The results revealed that university students experience linguistic, instructional, and affective barriers along with the lack of assistance. Considering the findings, some underlying factors and suggestions were provided to serve as a guideline for teachers and learners to overcome the difficulties in learning and teaching English as a foreign language in Spain.