Abstract
Abstract: The significance of academic writing and research writing in higher education lies in that they are the skills the students need for successful completion of their graduation research projects. However, many educators claim that Libyan TEFL student-teachers often struggle while conducting and writing their research projects due to their lack of academic and research skills. Thus this study aimed to explore the challenges faced by Libyan TEFL student-teachers in conducting and writing their graduation research projects. By identifying these challenges, educators can develop strategies to mitigate them and create an environment conducive to successful project completion. To achieve the research aims and objective and answer the raised research questions, the exploratory case study design was the chosen research design. The participants were 30 student-teachers at English Language Department, Faculty of Education at University of Tripoli. Data were collected through questionnaires and analyzed quantitatively. The findings reveal that the most common problems were lack of knowledge of techniques on how to write a graduation research project, weakness in the research project writing process, lack of resources, and inadequate knowledge of the methodology, along with other challenges. These findings provide insights into student-teachers' attitudes, methodology challenges, and background knowledge about research, highlighting the obstacles they face in writing their graduation research projects. This can inform the development of effective interventions and support mechanisms to enhance student-teachers' academic writing skills in the context of graduation research projects.