The purpose of this study was to categorise the factors that cause speaking anxiety among pre-service ESL teachers during their oral presentations. There were 10 pre-service ESL teachers involved in this qualitative case study. The 10 pre-service ESL teachers were selected through purposive sampling from a private higher learning institution, took part in a semi-structured interview discussion. The results of the study revealed nine main categories of the factors that cause the pre-service ESL teachers during oral presentations: communication apprehension, fear of negative evaluation, test anxiety, students’ beliefs, self-perceptions, feelings, technological anxiety, technological anxiety, topic/content anxiety and stressful classroom environment. This study asserts that educators should have a sense of awareness about the oral presentation anxiety to plan the teaching and learning in oral presentation classroom. Educators should also employ inclusive, sensitive, and responsive English instructional programs. This study presents an implication in accordance with the curriculum development of speaking course in higher education, including the need to reformulate the speaking course curriculum, emphasizing the integration of technology to arouse the spirits among pre-service English teachers in speaking English.