Anisa Kartikasari. K2221009. Supervisor: Dr. Endang Setyaningsih, S.Pd., M.Hum. EFL LEARNERS’ CHALLENGES AND STRATEGIES IN ACHIEVING FLUENT SPEAKING SKILL: A CASE STUDY IN MILITARY ACADEMY MAGELANG. Thesis, Surakarta: English Education Department Teacher Training and Education Faculty Universitas Sebelas Maret, June 2025            Fluency is a critical yet challenging component of speaking skills for English as a Foreign Language (EFL) learners, especially in structured environments such as military academies. This study aims to explore the challenges faced by cadets of different English proficiency levels and the strategies they employ to achieve speaking fluency at the Military Academy Magelang. Using a qualitative case study approach, data were collected from six male EFL cadets enrolled at the Military Academy Magelang, through semi-structured group interviews and close-ended questionnaires. These cadets were selected from different academic years and represented varying levels of English proficiency to provide a balanced perspective on fluency challenges and strategy use. The participants consisted of four advanced cadets (two first-year Corporal Cadets and two second-year Sergeant Cadets) and two intermediate cadets (third-year Second Sergeant Major Cadets). The findings reveal that both intermediate and advanced cadets encounter fluency-related difficulties, including issues with lexical limitations, cognitive and linguistic processing load, affective and contextual influences, and L1 interference in L2 production. While intermediate cadets experience more basic challenges like limited vocabulary and reliance on mental translation, advanced cadets face more nuanced issues such as coherence breakdown and L1 interference. In terms of strategy use, advanced cadets apply fluency strategies more consistently across Oxford’s (1990) six categories of language learning strategies, whereas intermediate cadets employ them reactively and with less variety of strategies. These findings emphasize the importance of tailored fluency instruction and strategic support based on proficiency levels. The study implies a need for strategic pedagogy and training programs to improve fluency among EFL learners, particularly in specialized settings like military education.