This study examines the relationship between personality traits and foreign language speaking anxiety among pre-service French as a Foreign Language (FLE) teachers. Using a mixed-methods approach, data were collected through the Adjective Check List (ACL) and semi-structured interviews, then analyzed using the thematic analysis method. The findings reveal that specific personality traits, such as low self-esteem, pronounced perfectionism, introversion, a strong need for social approval, and an adaptive infantile role, deepen the various dimensions of speaking anxiety and influence its manifestation in different ways. These psychological and social factors shape how learners perceive and cope with their anxiety when speaking a foreign language. These results highlight the importance of considering psychological and social dimensions in foreign language teaching and learning processes. They also suggest the need for implementing pedagogical strategies that help reduce speaking anxiety and foster a more supportive and inclusive learning environment.