In the domain of second language learning the target language learners are a challenging reality. In every learning situation, the teachers encounter multiple types of learners who, on the basis of their receptivity, creativity, and I.Q. possess capability to assimilate learning experiences at varying degrees. But the most crucial and experimental segment is the low-achievers who face difficulty to gather and master both the receptive and the productive skills in terms of second language acquisition. This low achieving criterion may spring from numerous factors, some of them are internal, and others are extrinsic in nature. The present paper happens to explore the multi-faceted nature of the problems of low-achievement and also tends to prescribe some strategic dimensions to get rid of those problems.