This study aimed to understand the academic struggles and situations of the teenage student-fathers. This study was seen through mainly on the Grounded Theory Design as developed by Strauss and Corbin (1998) which states that, the time of diagnosis was often the most difficult, seeing teenage fathers in pain and dealing with the uncertainty that accompanies the condition were ongoing sources of stress and fathers were often reluctant to express the range of feelings they experienced due, in part, to their perceived need to be strong for others. The study participants were teenage student-fathers in the selected public high schools in Kapalong district. Four student-fathers participated in an in-depth interview. They were selected using the purposive sampling method. Some challenges emerged, namely: overwhelming responsibilities, facing difficulty in time management, loosing freedom, poor study habits, difficulty in grasping lessons, difficulty in answering modules, conflicting responsibilities, facing difficulty in going to school, and having poor academic performance. The results also implied that teenage student-fathers will be provided with relevant information and awareness on their individual responsibilities. Also, parents and guardians must take control of their children’s’ life to pave way to secure their future. Moreover, teenage student-fathers must be provided with various parenthood programs and create innovative programs intended to their needs. It should also be combined with discipline and significant behaviour that aids in overcoming challenges and facing the consequences of their individual actions.