This study investigates the linguistic barriers experienced by Cambodian students at the English Education Department of UIN Prof. K.H. Saifuddin Zuhri, Purwokerto. Using a qualitative phenomenological approach design, the research aims to explore the real experiences, perceptions, and coping strategies of two Cambodian scholarship students. Data were collected through in-depth interviews and analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing, member checking was conducted by returning the interpreted data to the participants for verification. The findings reveal that Cambodian students encounter several linguistic difficulties, particularly in pronunciation, grammar, vocabulary, and limited exposure to English. These problems are strongly influenced by their linguistic background, as the Khmer language differs significantly from English in terms of phonology, syntax, and orthography. Despite these barriers, both students demonstrated resilience through active participation, peer collaboration, and gradual adaptation to the Indonesian academic culture. Support from lecturers and classmates played a vital role in building their confidence and linguistic competence. This study concludes that the linguistic barriers faced by Cambodian students are intertwined with affective and sociocultural dimensions, emphasizing the need for more inclusive and supportive language learning environments for international students.