Pronunciation is viewed as a difficult part in the English learning process of ELLs. This study aimed at exploring the factors that influence the pronunciation of ELLs. In this qualitative research, oral interview was a method for data collection. The sample of the study contained of 7 international students with age ranges between 18-25 from a State University in Western New York. The students were asked questions regarding their pronunciation difficulties. The results produced three general themes: personal reflection, difficulties and bias. Also, this study uncovered the implication of students’ pronunciation problems towards the teaching and learning of English. The findings of this study have implications for administrators, ESL educators and students.