Teacher research can support professional learning and help teachers connect research with classroom practice, but engaging in research can be challenging for novice researchers. This paper explores the main challenges experienced by Master’s students in English language education when conducting academic research. A preliminary diagnostic survey was conducted with 29 Master’s students using a questionnaire covering research knowledge, confidence, attitudes, research difficulties, and support needs. The findings indicate that students were generally motivated to improve their research skills and confident about completing their research, but reported greater difficulty with data analysis, research-method selection, understanding research procedures, and managing research-related tasks. Open-ended responses particularly highlighted difficulties in finding reliable and relevant sources, identifying research gaps, selecting and collecting data, narrowing research topics, and receiving sufficient practical guidance. The findings suggest that research preparation should move beyond theoretical instruction towards structured, practice-oriented learning supported by supervisors, teachers, peers, and research communities.