The purpose of this phenomenological study is to investigate the challenges and barriers that Saudi graduate students experience with the English entrance exam, the International English Language Testing System (IELTS). The sample of this study consisted of six Saudi graduate students and two English teachers from two different English schools in Denver, Colorado, United State of America. Qualitative methodology and analysis were used in the study to collect and analyze the data. Two major themes emerged from the data: "Inadequate preparation for IELTS test" and "Limited access to academic English". Under these main themes, the sub- themes are reported. These findings could lead to implications and future research on the phenomena.