English language is considered as the universal language in the world, yet one of the most difficult subjects to learn for many reasons. There are numerous factors that learners are fumbling with in spelling, grammar, and phonological structures. However, the benefits of understanding the language far outweigh the inconveniences of learning it. One of the most affected groups of students since the pandemic is English Language Learners. These learners encounter numerous challenges throughout the autonomous learning process and exhibit a negative attitude towards learning. The purpose of this study is to identify the difficulties faced by English language learners at Jefferson Union High School District in Daly City, California. Specifically, this research studies (i) the challenges of English Language learners towards remote independent study, (ii) the significant themes that can be drawn from their challenges, and (iii) the theory that may be developed based on the significant themes. To further comprehend this phenomenon, this study takes a qualitative approach that employs interviews as a data collection instrument and uses Interpretative Phenomenological Analysis in the analysis of qualitative data. Participants in this study are English language learners who struggle with learning remotely during the pandemic. The sample of this study consisted of 6 students from 4 different grade levels in high school: Grades 9, 10, 11, and 12. The results show that there are a variety of challenges that students face, which can be categorized into time management, sustained attention, and motivation. The participants employed a variety of techniques to address the issues, including family and friends support, and technology throughout the pandemic and this resulted in remote independent study for autonomous and self-directed learning.