For many Rwandan learners, speaking English remains limited and questioned. This article determined the Factors leading to secondary ordinary level learners‟ low English speaking proficiency in secondary schools in Musanze district. The study relied on both qualitative and quantitative approaches, purposive and simple random sampling were used to select a sample of 122 respondents. Data were collected using questionnaires and interviews & focus group discussions, and analysed using SPSS and thematic content analysis. Generally, the findings showed that factors leading to low proficiency involve teachers‟ inability to encourage learners to communicate in English, lack of language practice environment, inadequate classrooms. Findings also uncovered that using morphology awareness to guesstimate new vocabularies and applying computer assisted approach (British e-dictionary) to enhance English pronunciation as well as reinforcing phonetics/ phonologies can enhance learners‟ English speaking proficiency and play a significant role in improving ordinary level learners‟ English speaking proficiency in Musanze district.