This study investigates the challenges faced by Pakistani and Chinese English language instructors in developing communicative competence among senior high school students, and highlights the fundamental loopholes. Employing a thematic analysis within a qualitative comparative case study, the findings reveal learners' substandard prior knowledge as the biggest loophole in both Pakistan and China, which causes instructors to overuse local languages. There exists misalignment in curriculum, instruction, and assessment; consequently, the instructional practices are drastically examination-oriented producing rote-learners, and significantly hamper the development of communicative competence. Pakistani syllabi appear to be outdated. There is unavailability of modern linguistic resources in Pakistan while the Chinese instructors evade using them despite their availability. Chinese teacher-student interaction and Pakistani parental involvement are bleak. Findings suggest that respective governments should pay attention to their junior high school systems for developing students' prerequisite knowledge and implement leaner-centered instruction. Pakistani senior high school syllabi should be modified.