The purpose of this study was to identify common factors that impact English for Specific Purposes (ESP) instruction at Dai Nam University (DNU) and to offer strategies for addressing obstacles that reduce the subject’s efficacy in the classroom. The results demonstrate that the course’s goals of improving students’ speaking abilities and ESP vocabulary, as well as their strong proficiency in grammar, vocabulary, and speaking, teachers’ effective instruction, and the course book’s reasonably adequate and pertinent ESP content, all positively impact students’ learning of ESP. Nonetheless, the findings show that a variety of factors, including those related to students, teachers, and the university itself, have a negative impact on ESP learning at the university. Furthermore, the results have shown a few possible ways to go beyond obstacles that both teachers and students have faced along the way.