This research aims to identify and analyze the specific challenges encountered by third-year English students at Champasak University in developing advanced integrated language skills, including reading, writing, listening, and speaking, within complex tasks, highlighting the critical role of holistic proficiency in an interconnected global context where English serves as a lingua franca for academic and professional interactions. Employing a quantitative descriptive research design, data were collected via a structured electronic questionnaire administered to 40 purposively sampled students from the English Department, utilizing a five-point Likert scale to gauge perceptions on challenges related to curriculum design, resource availability, pedagogical methods, and student-related factors, with responses analyzed using descriptive statistics such as means and standard deviations through IBM SPSS software. Key findings revealed strong student perceptions of cognitive overload from simultaneous skill integration (mean $=4.2$), significant shortages in academic vocabulary $(mean=4.3)$, limited access to digital platforms and authentic materials, restricted personalized feedback due to large class sizes, and impediments from curriculum flaws emphasizing discrete skills over holistic approaches. These results underscore the multifaceted nature of the obstacles, necessitating targeted interventions like project-based learning, technological enhancements, and curriculum reconfiguration to mitigate barriers and foster effective skill acquisition. Ultimately, addressing these issues through systematic reforms and resource augmentation will enhance students' readiness for intricate language tasks in academic and professional settings, providing valuable insights for educators and policymakers in similar resource-constrained environments to promote comprehensive language proficiency.