It is undeniable that the English language proficiency test TOEFL is one of the most famous examinations around the world. Since TOEFL is of necessity for non-native English students in studying and working overseas, a large number of colleges have applied the format of TOEFL tests in evaluating their students’ English competence with the hope that students would be familiar with the test as well as get prepared for the real exam. Among the four main skills, reading is considered to be vital for success since it opens the door to personal freedom or shuts the door to opportunity (Baier, 2005). While reading difficulties refers to a lack of reading development that could be expected in a learner with normal vision, hearing, and normal or above normal intelligence (Hlalethwa, 2013), reading comprehension in a second language is much harder because foreign language readers are new to the language (Grabe, 1991). This study aims at exploring various obstacles that students face when completing TOEFL reading tests. Besides, the researchers also investigate what are teachers’ attitudes towards students’ reading proficiency. The samples of the study were 100 third - year English majors who had advanced level. In order to collect data for analyzing, a combination of questionnaire and interview after was applied. The preliminary findings showed that students mostly struggled with a wide range of unfamiliar vocabulary in the reading text. Moreover, time management was another dilemma for students as they had to accomplish different topics within limited time. The results of this research would be beneficial for lecturers to conduct more studies to assist students in dealing with such challenge. In addition, as students are aware of their main problems in reading, they would seek for solutions from various sources in order to improve their reading comprehension.