This study examined the teaching-learning issues related to the language in the biology classroom. It has explored the main issues of biological language that encounter students and teachers in the teaching-learning processes. The objectives of the study were to explore the perceptions and experiences of secondary school teachers about language issues in the biology classroom. Therefore, a case study approach within qualitative research methods is used to explore the language issues in biology classrooms. The participants of the study were recruited through the purposive sampling technique. The observations were conducted to get familiar with the teaching practices of teachers. Further, semi-structured interviews were conducted to get in-depth information. The data were analyzed through thematic analysis. The study findings revealed that students and teachers face language issues in biology classrooms. It includes the structured vocabulary of biology, long spellings, and difficult processes, difficult to pronounce the long words. Most of the time, students write incorrect spellings due to the wrong word pronunciation that also leads to misconceptions of biological concepts. The implications of this study for teachers are discussed. This paper will inform the biology teachers and students about different issues encountered in biology classrooms. Similarly, this paper recommends the trainers integrate contextual relevant teaching methods that could overcome the above-mentioned language issues in the biology classroom.