This study investigates the pronunciation challenges culinary students face when learning French culinary terms, a critical component of culinary education that reflects both linguistic competence and professional identity. Employing a qualitative phenomenological design, the research explores the lived experiences of thirty students from The Faculty of Hotel and Tourism Management, Universiti Teknologi MARA Pulau Pinang through semi-structured interviews. Thematic analysis revealed five key themes: phonetic difficulties involving silent letters, stress patterns, and the French ‘r’; the perceived importance of accurate pronunciation in projecting professionalism; diverse learning strategies such as mobile applications, cultural immersion, and peer collaboration; the role of constructive evaluation and peer support; and the influence of pronunciation on students’ confidence, identity, and career aspirations. The findings suggest that pronunciation is more than a linguistic skill; it also contributes significantly to students’ sense of belonging in the culinary profession. This study proposes a conceptual framework that underscores the interrelation between pronunciation proficiency, pedagogical support, and professional development. The insights offer practical implications for educators and curriculum developers seeking to enhance language instruction within culinary education, particularly in globalised contexts where linguistic precision supports credibility and cross-cultural engagement.