This research aims to explore the aspects contributing to speaking anxiety, the influence of speaking anxiety on students, and the strategies used to overcome it among fifth-semester students in the English Language Education Program at Mulawarman University. This qualitative study utilized semi-structured interviews as the primary instrument, and thematic analysis was employed to analyze the data. Four participants were interviewed, and three main aspects were identified: social aspects, linguistic aspects, and individual aspects. Social aspects include the way people give feedback, emotional feelings with public feedback, and cross-checking. Linguistic aspects include grammar, vocabulary, and pronunciation. Individual aspects involved misconceptions about academic program expectations, choosing a recommended major without preparation, being an alternative major, and speaking in public. The influence on students includes facilitative and mixed (both facilitative and debilitative) effects. Participants adopted various strategies, such as preparation (memorization, self-practice and translation as a tool for better understanding), spontaneous situations (code-switching as a coping mechanism and positive thinking), and media utilization (Digital tools for language learning and immersive learning through media). In conclusion, understanding these aspects, influence and strategies employed by students can help educators develop better support systems to mitigate speaking anxiety and enhance language learning experiences.