Abstarct: English-speaking anxiety is a well-established affective barrier in foreign language learning, often hindering learners’ oral proficiency and classroom participation. While extensively examined among adult and adolescent learners, limited research has focused on primary school students in the Iraqi context. This study investigated the extent of English-speaking anxiety among elementary EFL learners (Grades 4–6) in Mosul, Iraq, and examined differences baxsed on gender and academic stage, as well as the underlying causes of anxiety from students’ perspectives. A mixed-methods sequential explanatory design was employed. Quantitative data were collected using an adapted Foreign Language Classroom Anxiety Scale (FLCAS) administered to 150 students, followed by semi-structured interviews with 10 selected participants. Descxriptive statistics indicated a moderately high level of speaking anxiety (M = 89.28, SD = 17.14). Independent samples t-test results showed no statistically significant differences baxsed on gender (t (148) = -0.112, p = .911). However, a one-way ANOVA revealed a significant difference across grade levels, F (2,147) = 8.45, p = .0003, with Grade 6 students reporting lower anxiety compared to Grades 4 and 5. Qualitative findings identified key sources of anxiety, including fear of negative evaluation, peer ridicule, limited vocabulary, difficulties in sentence construction, and pressure from teacher correction. The findings suggest that speaking anxiety is a prevalent issue among young EFL learners in Mosul and is primarily influenced by linguistic and socio-evaluative factors rather than gender. The study highlights the importance of fostering supportive classroom environments, enhancing vocabulary instruction, and adopting constructive feedback strategies to reduce anxiety and improve students’ oral proficiency.