The purpose of this study is to investigate the challenges students face in academic writing as well as explore the possible causes of their writing challenges which could be based on their socio-cultural background. The primary research design is a hermeneutical phenomenological study which describes and interprets lived experience. There are three research questions that guided the study. First, how prepared for Academic Writing (AW) are Jamaican first year university students when they transition from the secondary educational level. Second, what key factors impact Academic Writing (AW) effectiveness of students who have transitioned from the secondary to the tertiary educational level. Third, how imperative is it to have Academic Writing (AW) courses for students who have transitioned to the tertiary level. The findings revealed from research question number one: (1) Students perceive the academic writing course is important but feel ill-prepared from high school writing , (2) Teacher efficacy dictates how well prepared students are for AW, (3) Students' socio-cultural experiences dictates how well students attend to AW, (4) Students perceive the same level of school writing from high school. The findings revealed from question number two: (1) Class size impedes learning for weaker students (2) Teacher Support to help students overcome writing challenges. (3) Students perceive that the lack of environmental support effect writing efficacy. The findings revealed from research question number three revealed: (1) Lectures perceive formative assessment as an effective monitoring tool to identify evidence of students' understanding and writing ability (2) Lecturers use a variety of methodologies and activities to help students improve in writing and speaking (3) Lecturers suggest integrate academic games to clarify content in live lessons, phone conferencing, and tutoring. These findings have significant implications for educational institutions, policymakers, and future educational leaders. They highlight the need for effective strategies and support systems to support university students during their transition period from high and to maximize the potential benefits of this transition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]