Learning a foreign language implies that the learner will become, after a number of years, proficient at expressing ideas, dominating new sounds (phonology), improving the range of words (lexicon), becoming proficient at expressing thoughts in acceptable grammatical form (syntax), and gain sufficient mastery to communicate with negative speakers. My experience in learning English as a Foreign Language (EFL) at the university in a purely classroom environment has led me to recognize that adults tend to encounter specific types of challenges if their language learning experience did not begin at a much earlier age. This is the reason why I have decided to identify, through research, the particular difficulties that adults face in learning a foreign language, especially in this semester 2015. The point of departure for an adult choosing to learn a foreign language may be determined by various factors: personal values, previous skills or experiences in learning other languages, and their professional or personal needs and decisions to acquire additional languages or learn one for the first time in their lives. How such challenges are identified and what strategies a teacher takes in order to help such adult students can either become barriers that slow down their learning or become a source of motivation for them to reach their personal goal in mastering a new language. The context in which adults learn foreign languages and the factor that determine or shape their choices will serve as the background for this study. It will also take into account data from questionnaires and interview with students about the main difficulties they face as they learn another language. Finally, it will provide motivational strategies that can help reduce or eliminate such barrier or difficulties in order to, eventually, increase their motivation to continue to learn the new language.