There has been an increasing demand for postgraduate students to publish their scholarly work as one of their graduation requirements. This case also applies to one master’s degree program of a state university in Central Java. The present study attempted to explore the graduate students’ perceptions of writing for scholarly publication, their discursive challenges of writing for scholarly publication, their non-discursive challenges of writing for scholarly publication, the strategies to overcome the challenges in writing for scholarly publication, and the ways they responded to the reviewers’ feedback in their manuscripts. This qualitative research employed a case study of twenty-three students undertaking English Language Teaching graduate program at a state university in Central Java. Four participants were then selected to participate in semi-structured interview sessions. Data were garnered from the questionnaire and semi-structured interviews. The findings discovered how the participants perceived writing for scholarly publication from the aspect of perception, view, and action. Then, the present study also disclosed their discursive and non-discursive challenges in writing for scholarly publication. In addition, eight strategies to overcome their challenges were reported. Next, how the participants responded to the feedback given by the reviewers was finally revealed. It is expected that this study provides new insights into the pedagogy of writing for scholarly publication in the higher education context so that the program addresses the needs of graduate students.