Background <p>The enrollment of ethnic minority students in healthcare professional programmes has been increasing. However, current curricula are primarily designed for students from the majority culture, potentially overlooking the unique learning challenges faced by ethnic minority students. This study aims to explore these challenges to better understand their learning experience.</p> Methods <p>This phenomenological qualitative study utilized face-to-face focus group interviews with 16 ethnic minority students enrolled in healthcare programmes at tertiary professional training institutions.</p> Results <p>Four key themes emerged (1) Language barriers resulting in heavy workload and stress, (2) Restriction in social network and interactions, (3) Stereotypes towards ethnic minorities, and (4) Obstacles related to maintaining religious faith. These themes highlight significant barriers that hinder learning engagement and social integration, adversely impacting academic and clinical performance.</p> Conclusion <p>The findings highlight the imperative for institutional reforms to create an equitable learning environment. Four strategies include implementing targeted language support programmes to alleviate academic pressures, fostering peer mentorship initiatives to enhance social integration, incorporating anti-bias training to address stereotypes, and developing faith-sensitive policies and facilities. These evidence-based interventions not only support ethnic minority students’ success but also cultivate cultural competence across healthcare education, ultimately strengthening the inclusivity of the profession.</p>