This study investigated the factors influencing pronunciation among secondary school students in North Kordofan State, El-Obeid Town during the period (20119- 2020). The research aimed to identify the primary factors affecting students' pronunciation and propose suitable solutions to these challenges. A mixed-methods approach was employed, utilizing observation, recording, and questionnaires to collect data from students and teachers. The descriptive analytical approach was used to analyze the data. The findings revealed that a significant proportion of students, 95%, experienced pronunciation problems, struggling to pronounce certain vowel and consonant sounds. Further analysis showed that mother tongue interference was a major contributing factor, affecting 50% of students. Additionally, the lack of trained teachers was found to be a significant issue, impacting 70% of students. The influence of spelling on pronunciation was also identified as a challenge, affecting 65% of students. Based on these findings, several recommendations were made. Firstly, specific pronunciation lessons should be incorporated into the curriculum to enable students to apply English sound rules effectively. Secondly, teachers should receive training and resources to address pronunciation challenges, particularly in areas where mother tongue interference is prevalent. Thirdly, phonetic symbols should be introduced to students at an early stage in their education to enhance their understanding and production of English sounds. Furthermore, listening skills should be emphasized in schools to improve students' pronunciation. Finally, teachers should be aware of the types of mistakes students make and address them accordingly to prevent fossilization of errors.