The present study aimed to examine the relationship found between shyness, foreign language classroom anxiety, willingness to communicate, gender, and EFL proficiency. To this end, sixty EFL undergraduates (40 females and 20 males) majoring in English Translation were selected through simple random sampling. Stanford Shyness Inventory by Zimbardo (1977), Foreign Language Classroom Anxiety Scale by Horwitz et al. (1986), and Willingness to Communicate Scale by McCroskey and Richmond (1987) were used to measure students' shyness, FLCA, and WTC respectively. Moreover, students' average score in their specialized courses were taken as a measure of their EFL proficiency. Analysis of the results showed that there is no significant relationship between shyness, foreign language classroom anxiety, willingness to communicate, gender, and EFL proficiency. The results have beneficial implications for teaching methodology and syllabus design.