The challenges of language learning among Iraqi children and students have been seriously investigated. To bridge the gaps in previous studies and have a comprehensive look at the issue, this study investigated the challenges bilingual Arab children faced when learning English by using both quantitative and qualitative research methods. A researcher-designed questionnaire was administered to 120 EFL teachers to gather data on linguistic, cultural, pedagogical, and social difficulties encountered by students. Additionally, interviews with a smaller group of teachers provided deeper insights into the obstacles and potential strategies to improve English learning among Iraqi children. The study ensured the reliability and validity of its instruments and maintained ethical standards by protecting participant anonymity. Data were analyzed using SPSS software to identify key issues affecting bilingual learners’ English proficiency. The findings revealed that bilingual Arab children face complex challenges rooted in linguistic differences between Arabic and English, such as difficulties with grammar, pronunciation, and comprehension. Pedagogical issues, including limited classroom exposure and traditional teaching methods, also hindered their progress. Despite strong cultural support and motivation from families, learners often lack access to authentic English-speaking environments, which affects their communication skills and confidence. Teachers emphasized the need for culturally sensitive teaching approaches, better resources, and smaller class sizes to address these challenges effectively. Overall, the study highlighted the importance of a comprehensive approach that integrates linguistic, cultural, and educational factors to support bilingual Arab students in learning English.
