In South Africa, stakeholders often express concern about common mistakes learners make when writing essays in English. Effective writing skills require attention to grammar, word choice, coherence and clarity. This study addresses the specific challenges Grade 12 learners in the rural district of Vhembe, South Africa, face when writing essays in English. Using a qualitative approach and a case study design, 15 participants were selected through purposive sampling. Data collection included both primary (key informant interviews) and secondary (literature review) sources. Thematic content analysis revealed critical factors contributing to learners’ challenges: Limited language exposure, inadequate parental involvement, ineffective teaching methods, and grammar challenges. To address these challenges, the study suggests that technology should not replace traditional spelling practice, although it can be supportive, dictation and spelling tests are still essential for consolidating spelling skills, the need for intensive guidance and targeted interventions. Regular feedback and individual support are crucial. Teachers should strictly adhere to language policy and theory to ensure consistent writing practice for learners. It is imperative to address the imbalance between writing practice and teacher preference. In this way, common grammatical errors can be mitigated and Grade 12 students can be empowered to excel in English essay writing.