Proving mathematical propositions is a foundational skill in mathematics, yet many undergraduate students, including mathematics majors, find it challenging. Existing research often emphasizes the final outcomes of students’ proofs, neglecting the intricate, step-by-step experiences and thought processes that lead to those outcomes. This includes the specific mental actions, strategies, and challenges students encounter as they attempt to construct their proofs. This chapter aims to address this gap by investigating the moments of impasse that students experience during the proving process, which can significantly hinder their progress. Using a detailed case study, this chapter develop a “proving process map” to illustrate the sequence of actions students take when confronting “Stuck Points” in their proofs. The findings highlight critical attributes that facilitate resolution during these impasses and underscore the importance of understanding students’ proving processes for improving instructional strategies. This work not only enriches the literature on proof construction but also informs more inclusive teaching practices in higher-level mathematics courses. Future research directions are discussed to further enhance our understanding of students’ experiences in learning to prove.