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Currently, there are various situations that students face when faced with writing academic texts. This qualitative research, based on a case study, aimed to identify the difficulties faced by students at a federal public secondary school in Mexico when writing academic texts. Eleven students from the institution participated, selected through convenience sampling. Interviews were used, for which a questionnaire containing 14 open-ended questions was developed that explored students' experience with academic writing. From these, three items were selected that identified difficulties in writing texts. The following categories were obtained from the content analysis technique: 1. Difficulties in starting to write a text; 2. Three strategies for proper writing: spelling, syntax, and motivation; 3. The teacher's role. The results reveal difficulties linked to the poor coordination between thinking, reading, writing, and context in achieving the development of argumentative writing skills from the earliest educational levels.
