This study investigates the challenges students face when seeking counselling services at a public university in South Africa, focusing on the critical role of language and cultural alignment. The research uncovers significant barriers to effective therapeutic engagement through qualitative interviews with students and counsellors. Findings reveal that linguistic anxiety, stemming from perceived inadequacies in English proficiency, inhibits students' ability to authenticate themselves. The cognitive strain of mental translation from mother tongue to English further impedes emotional processing and engagement in counselling. Crucially, language barriers are not limited to English; students also encounter difficulties with counsellors using IsiXhosa as the dominant language, highlighting the complexities of multilingualism within the African context. Moreover, the study demonstrates the profound impact of cultural disconnects.

Student experiences highlight the tension between individualistic Western psychological frameworks and collectivist African worldviews, particularly the Ubuntu philosophy. Misinterpretations of culturally embedded expressions and a lack of understanding of familial responsibilities contribute to feelings of judgment and alienation. The research underscores the necessity of culturally competent counsellors who integrate diverse worldviews, including traditional and spiritual dimensions. The pivotal role of shared language and cultural heritage in fostering trust and vulnerability is evident in the positive experiences of students who found counsellors with similar backgrounds. The study concludes that universities must adopt linguistically and culturally mindful counselling practices to ensure equitable access to mental health support, recognizing that language and culture are integral to students' well-being and therapeutic outcomes.

Keywords: Cultural barrier, Language barriers, Linguistic anxiety, Multilingualism, Psychological counselling, Student counselling.