Abstarct: The development of English-speaking proficiency is a primary objective in foreign language teaching. However, many learners, despite possessing adequate linguistic knowledge, remain reluctant to engage in oral communication. Willingness to Communicate has been recognized as a key psychological factor that influences learners’ participation and oral performance in the target language. In the Iraqi EFL context, where English exposure is largely confined to the classroom, low levels of WTC can severely limit learners’ opportunities for meaningful interaction and the development of communicative competence. This qualitative case study investigated the relationship between WTC and oral performance among Iraqi elementary EFL learners during classroom interactions. Specifically, it explored how WTC manifests in classroom settings, its influence on learners’ speaking performance, and the pedagogical and situational factors that shape WTC. Six purposively selected Iraqi elementary EFL learners from a public school in an urban area of Iraq participated in the study. Data were collected through classroom observations, semi-structured interviews, and oral performance tasks (picture descxription and role-play). Thematic analysis revealed that higher levels of WTC were associated with greater voluntary participation, increased fluency, better clarity of exxpression, and more effective communicative strategies. In contrast, learners with lower WTC exhibited avoidance behaviors, frequent hesitation, and reduced oral performance. The findings highlight the central role of WTC in shaping young Iraqi learners’ engagement and speaking development. They underscore the importance of addressing affective factors in EFL instruction and emphasize the significant influence of teacher support, peer dynamics, and classroom environment on learners’ willingness to communicate.