An effective way to learn any foreign or second language is to use it actively by speaking. Unfortunately, speaking in the target language seems to provoke a great level of anxiety, especially for refugees who have to learn the language quickly. This research aims to explore the refugee learners’ perceptions of speaking anxiety in Turkish as a second language classrooms and the sources that lie behind this speaking anxiety. The study was conducted at Karaman Temporary Education Center with the participation of 51 refugee middle-school students. Data were collected through a written questionnaire. The participants were given a translated and simplified version of the Foreign Language Speaking Anxiety Scale, which was developed by Young. The findings revealed that refugee students were experiencing anxiety mainly because they lack knowledge on the topics they talk about in the class, teachers correct all student mistakes or they do it too often, refugee students don’t know the rules of Turkish very well, and due to fear of making mistakes while talking in front of their teachers. Refugee students also reported that they feel anxious when they know they will be graded, and when they are forced to learn too much in a short span of time.On the other hand, it was found that the number of students in classes and the factor of class mates do not constitute major sources of speaking anxiety in Turkish. In order to encourage speaking in a classroom it is important for teachers to create a pleasant atmosphere where students experience not more than only a small amount of anxiety which is considered as helpful by many researchers as it improves performance by providing students with the motivation and energy needed to take part in speaking activities.