This study focuses on the affective challenges faced by low-achieving Indonesian EFL university students and examines the ways they manage these challenges during their English learning experiences. Using a qualitative phenomenological approach, the study explores students lived experiences of learning English as a foreign language (EFL). Data were collected through semi-structured interviews with four low-achieving EFL students from a private university in Purwokerto, Central Java, Indonesia. The data were analyzed using thematic analysis, supported by Miles and Huberman’s stages of data reduction, data display, and conclusion drawing. The findings show that the students experienced various affective challenges, including anxiety when using English, fear of being negatively evaluated, low confidence, and negative emotional reactions that influenced their participation and engagement in the classroom. These challenges were closely related to language barriers, particularly difficulties in understanding course content and expressing ideas in English. Despite these experiences, the students demonstrated efforts to continue learning by practicing independently, regulating their emotions, motivating themselves, and interacting with peers. These findings illustrate how emotional difficulties shape learning experiences and how students actively respond to them within the EFL context.