This research employed a descriptive qualitative method to examine the difficulties faced by twelfth-grade students in writing procedure text at SMA Negeri 1 Hutabargot. The research involved the analysis of students' writtenprocedure text answer sheets and the interview result with the English teacher. The data was processed through the stages of data reduction, data display, and conclusion drawing/verification. The study found that students encountered challenges primarily related to language aspects, including grammar, vocabulary, and writing mechanics such as capitalization, spelling, and punctuation. Differences were observed between science (IPA) and social science (IPS) classes, with science students facing more language-related issues and social science students encountering broader difficulties. To address these challenges, teachers are advised to provide detailed explanations, concrete examples, and focused instruction on various aspects of procedure text writing. Students should practice regularly and seek feedback to improve their writing skills. Future research can explore effective teaching strategies and the influence of learning contexts on students' ability to write procedure texts in English.