This paper is aimed at finding out how personality factors like self-esteem, inhibition, risk-taking and anxiety relate to each other and more importantly how they affect second language learning. In order to find out more about these issues this research attempt to answer the following questions. In the case of self-esteem the goal of this research is to find out more about how self-esteem is influenced by experiences, how does teachers’ support influence students’ self-esteem, if self-esteem affect inhibition or not, if there is a connection between students’ personality and the possession of low or high self-esteem, and if there is a relationship between self-esteem and achievement. In the case of risk-taking, questions such as how does classroom participation relate to risk-taking, does self-esteem play an important role in risk-taking, are quiet students lower risk-takers than the others, or is there a connection between risk-taking and achievement will be elaborated. Finally, when it comes to anxiety questions like what is the relationship like between anxiety and performance, how does competitiveness relate to anxiety, can anxiety promote achievement, is there a relationship between anxiety and the level of students, and does the age of learner influence anxiety will be taken a closer look at. Accordingly, this research concluded about self-esteem that not confident students are more inhibited than those who have higher self-esteem. Whereas in the case of risk-taking this research provides evidence only for the fact that self-esteem can be a deciding factor in risk-taking as well. Finally, when it comes to anxiety this research gives support for the ideas that students who are anxious find it more difficult to perform in front of the class and competitive students are more anxious than their fellows.