<p>Difficulties in naming and drawing organic compounds pose a significant challenge for secondary school students, impacting their performance in chemistry and hindering their understanding of fundamental chemical concepts. Existing research in Nigeria has largely focused on overall performance in organic chemistry, with limited attention given to the specific cognitive processes involved in naming and drawing organic structures. This study investigated the specific difficulties senior secondary school students encountered in this area. Employing a mixed-methods approach, a 20-item achievement test assessing both naming (IUPAC nomenclature) and drawing (structural formulas) of various classes of organic compounds was administered to a sample of 200 senior secondary school year 3 (SS3) students selected purposively in Ibadan North East Local Government Area, Oyo State. Qualitative data was gathered through the thematic analysis of the responses provided to the 20-item achievement test. Quantitative analysis revealed that students performed significantly better at providing IUPAC names for given structures. Qualitative data revealed that students struggled with determining the number of bonds on carbon, the position of a substituent on the carbon chain, and lots more. These findings highlight the need for instructional strategies that emphasize the connection between IUPAC nomenclature and structural representation, such as backward instruction, moving from the IUPAC name to the structural formula. This study contributes to a deeper understanding of students’ cognitive challenges in organic chemistry and offers practical recommendations for improving teaching and learning in this crucial area.&#xa0;</p>