Foreign language learners often struggle to speak fluently despite years of study. This study aims to identify key factors that hinder speaking ability by surveying 20 students from various language backgrounds. Data was collected on years of study, speaking practice frequency, confidence, classroom participation, fear of mistakes, use of language outside class, and perceived teaching methods. Results indicate that most learners practice speaking infrequently, feel anxious, and receive limited speaking opportunities in class. These findings suggest that prolonged exposure alone is insufficient for developing speaking skills. Practical implications include designing curricula that emphasize active communication and reducing learner anxiety.