This study aimed at exploring the level of foreign language anxiety, emotional intelligence, and self-efficacy among Jordanian EFL university students. Moreover, it aimed at investigating the relationship between the three aforementioned variables and whether they overlap with students' gender, study qualification, study level, GPA, and age. Finally, the study examined whether emotional intelligence and self-efficacy predict EFL students' foreign language anxiety. The study used a descriptive and analytical approach. Data were collected from 187 Jordanian EFL university students. The student's emotional intelligence, self-efficacy, and foreign language anxiety were assessed using three questionnaires. The findings showed a modest rise in the general level of foreign language anxiety and intelligence among Jordanian university EFL students. All three variables were significantly affected by the participants' demographic information. More importantly, emotional intelligence and self-efficacy were found to be negatively correlated with foreign language anxiety. However, self-efficacy correlated positively with emotional intelligence. Finally, the results revealed that emotional intelligence and self-efficacy have limited power to predict the participants' foreign language anxiety. Keywords: Emotional intelligence (EI), self-efficacy (SE), Foreign Language Anxiety (FLA), English as a foreign language (EFL)