This study aimed to analyze the pronunciation of the -ed ending in English regular verbs and to identify the common pronunciation challenges faced by the eleventh-grade students of SMA Negeri 3 Panyabungan. This study employed a descriptive qualitative research design. The participants were 22 students of class XI F.5. Data were collected through a pronunciation test and semi-structured interviews. The pronunciation test was conducted to examine students’ pronunciation performance, while the interviews were carried out with six selected students representing high, middle, and low achievers to explore the challenges they experienced. The data were analyzed by identifying pronunciation patterns, classifying pronunciation errors, and interpreting interview responses. The findings showed that students demonstrated varying levels of pronunciation performance when reading regular verbs aloud. Most students were categorized as middle achievers. Among the three pronunciation categories, /ɪd/ was pronounced more accurately than /d/ and /t/, while /t/ was the most difficult category. The study identified four types of pronunciation errors, namely Spelling-Based Error (SP), Overgeneralization (OG), Substitution (SUB), and Omission (OM). Spelling-Based Error was the most frequent error, with 139 occurrences. The interview findings revealed five common challenges: difficulty in distinguishing the pronunciation patterns /t/, /d/, and /ɪd/, influence of spelling, lack of pronunciation practice, influence of the first language (L1), and lack of confidence in speaking English. In conclusion, many students still experienced difficulties in applying the pronunciation rules of the -ed ending accurately. Their pronunciation performance was influenced by a combination of linguistic and non-linguistic factors.