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This study aimed to investigate the research writing difficulties encountered by 66 secondary pre-service teachers at Laguna University, College of Education. The study focused on four sub-problems: identifying the difficulties encountered, exploring the underlying factors, discussing the implications, and identifying potential gaps. A mixed-method approach was employed, utilizing a survey questionnaire to determine difficulties, underlying factors, and implications, while content analysis was used to identify potential gaps. The study employed a total population technique. The findings revealed that the most common difficulties faced by secondary pre-service teachers in research writing were related to reviewing the literature, analyzing and interpreting data, and developing research proposals. Furthermore, limited knowledge of research methodologies, time constraints, and inadequate feedback and revision opportunities were identified as underlying factors contributing to these difficulties. These challenges had implications for their teaching practices, such as reduced confidence in integrating research into practice, limited opportunities to publish, present, and collaborate, and restricted professional advancement. The study also identified several gaps that need to be addressed by the College of Education, including the need to improve skills in reviewing literature, analyzing and interpreting data, and conducting proposal defenses. Additionally, addressing the limited knowledge of research methodologies, time constraints, and the need for more feedback and revision opportunities were identified as crucial. It is highly recommended that the College of Education addresses these gaps and challenges, empowering researchers to effectively integrate research into teaching, contribute to the field, and promote evidence-based practices in education. [ABSTRACT FROM AUTHOR]