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Learners in rural areas are disadvantaged in terms of exposure to English First Additional Language (EFAL). They require more basic attention in reading and writing skills. For this reason, the study analyses why Intermediate Phase learners in schools in rural areas are struggling to read and write in EFAL. In view of this, Darara (2012:4) argues that reading and writing is not an educational hurdle affecting only learners at Intermediate Phase in schools. The purpose of this study is to bring to light learners' challenges in reading and writing in EFAL at Intermediate Phase. The study thus employs how to eliminate learners' reading and writing challenges emanating at this phase.