Proficiency in business letter writing is a critical component of English for Specific Purposes (ESP), directly influencing career advancement and organizational communication. This study examines the key factors affecting the business letter writing competence of undergraduate students in selected Indian colleges, emphasizing the ESP perspective. A quantitative, descriptive research design is employed to assess the current state of these factors among students in two institutions where business communication is part of the curriculum. The sample includes 217 undergraduates, among them, 100 from Nazareth Arts and Science College and 117 from Vel Tech Arts and Science College, selected through purposive and stratified sampling to ensure representation across different academic years. Data was collected via a structured questionnaire and analyzed using descriptive statistics in SPSS Version 28. The findings highlight major gaps in ESP-oriented instruction: limited curricular focus on workplace-relevant writing, insufficient exposure to authentic business communication models, generic feedback that lacks practical guidance, and over-reliance on traditional teaching methods rather than ESP-based, task-centered approaches. To bridge these gaps, reforms should prioritize context-specific curriculum design, authentic business writing tasks targeted feedback mechanisms, and technology integration that enhances rather than substitutes core writing skills. By aligning pedagogy with real-world business communication demands, educators can better equip students for professional success in ESP contexts.