Language anxiety has emerged as a great concern among educators and researchers in the field of L2 and foreign language learning research over the past three decades. It acts as a barrier that impedes students’ language progress and undermines their motivation and confidence. A careful review of previous literature informs that the majority of studies have predominantly associated language anxiety with linguistics-related, classroom-related, and teacher-related factors, with minimal attention directed towards individual learner-related factors that may trigger language speaking anxiety (SA). This study aims to fill this gap by exploring the perspectives of Pakistani English as a Foreign Language (EFL) university students regarding individual learner-related factors contributing to their SA. It employed both qualitative (semi-structured interviews and classroom observations) and quantitative (questionnaire) methods for data collection.  Data were gathered from five public sector universities in Pakistan. For the questionnaire, 170 postgraduate Pakistani students, aged 19-24, studying English as a compulsory subject, completed it across five universities. Interviews included 20 students (4 form each university). Twelve observation sessions were observed across three universities, with four sessions from each university. Quantitative data analysis was performed using SPSS to derive percentages and frequencies, presented in tabular form. While, exploratory content analysis (involving transcription, coding and theme identification) was utilized to analyze the qualitative data. The findings revealed a number of individual learner-related sources of SA including personality, students’ pre-university learning experience, students’ beliefs, motivation, and lack of confidence. Notably, an excess of instrumental motivation emerged as a source of SA for some students. This finding is somewhat surprising because motivation appears not to have been previously specifically reported upon in the anxiety literature as a source of SA. It is understandable that the more importance students give to speaking English well, the more SA they may experience. Therefore, the current study may serve as a guide for future studies. The study concludes with implications and recommendations for further studies in this field.