This study explores the self-confidence levels of A1-level students learning Turkish as a foreign language and its impact on their learning process. Self-confidence in language learning is closely linked to motivation, willingness to communicate, and academic achievement. The research follows a mixed-methods approach, combining quantitative and qualitative data collection techniques. The study includes 162 students from the English Department at Cihan University in Iraq. Their self-confidence levels were assessed using a self-confidence scale and a Turkish language proficiency test. Additionally, semi-structured interviews provided insights into their experiences. Findings indicate that students generally exhibit moderate to high self-confidence. However, many hesitate due to fear of making mistakes and reluctance to participate in class. Qualitative analyses emphasize the importance of teacher and peer support while identifying fear of mistakes, sensitivity to criticism, and limited vocabulary as barriers. In conclusion, self-confidence plays a crucial role in learning Turkish. Pedagogical strategies that reduce fear of mistakes, create supportive environments, and encourage active language use are recommended. This study contributes to effective teaching strategies by highlighting self-confidence as a key factor in language learning.