This study explores the perceptions of non-English major students toward self-learning in improving their English speaking skills. Recognizing the importance of speaking as an essential component of English proficiency, the research highlights the experiences of students from the Faculty of Tarbiyah and Teacher Training at UIN Ar-Raniry who engage in self-learning practices. Using a qualitative method, data were collected through in-depth interviews with six participants and analyzed thematically. The findings reveal that students perceived self-learning as a flexible and personalized approach that helps them build confidence and prepare for real interactions. However, they also faced challenges such as motivational instability, difficulty maintaining consistent learning habits, limited vocabulary and grammar knowledge, lack of speaking partners, and absence of feedback. Despite these obstacles, students were motivated by both internal goals and external influences. The study concludes that while self-learning offers autonomy, students still need structured support and social interaction to develop speaking skills more effectively. These insights are expected to help educators and learners optimize independent learning strategies for language acquisition.