This research was mainly carried out to investigate the students’ anxiety levels and internal and external factors leading to speaking anxiety. The third-semester students of English Language Education Study Program students, Faculty of Languages, Arts, and Culture at a university in Yogyakarta who are taking Speaking in Professional Contexts subject are the population of this study. To provide the sample, a convenience sampling technique was employed by the researchers, resulting in 86 respondents. A Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and a closed-form questionnaire were employed to collect data. A quantitative descriptive method was applied to analyze data. The research findings show that most students (37.2%) felt mildly anxious when speaking in front of the class. Internal and external factors affect students’ performance in English-speaking classes. In terms of internal factors, lack of confidence (53.5%) is the most dominant internal factor contributing to students’ speaking anxiety. Considering external factors, the most dominant external factor leading to students’ speaking anxiety is the grammar factor (46.5%). It is expected that instructors create plans to lower students' anxiety levels and encourage their academic progress in speaking English fluently.