The persistent low ranking of Sri Lanka in the English Proficiency Index highlights a crucial gap in English language competency despite its integration into the school curriculum. This study investigates the English pronunciation skills of Sri Lankan undergraduates, aiming to identify existing proficiency levels, the challenges faced, and potential interventions to bridge the skill gap. Using a quantitative research design, data were collected from 101 students enrolled in an English Conversation Skills course at a Sri Lankan government university's Faculty of Business. A structured survey assessed pronunciation proficiency, linguistic confidence, and learning challenges. Results reveal significant variability in pronunciation skills, with speaking anxiety and limited exposure to conversational practice emerging as key barriers. A chi-square test confirmed that students' first language significantly influences English pronunciation acquisition, while ANOVA results demonstrated a strong correlation between self-reported fluency levels and exposure to spoken English environments. Findings further indicate that students lack structured pronunciation training, with peer collaboration and digital language-learning tools identified as promising solutions. The study underscores the need for curricular enhancements, integrating taskbased pronunciation training, digital learning tools, and increased real-world speaking opportunities to foster confidence and linguistic competence. The results offer critical insights into improving English pronunciation education at the undergraduate level, ultimately contributing to enhanced communication skills vital for academic and professional success.