Empirical studies have long proven the link between speaking and second language learning. Despite its importance in determining one's success to master the target language, willingness to communicate (WTC) is not always high even among motivated and advanced English language learners. This often leads to them not taking the opportunities to engage in verbal activities that are beneficial for them as language learners. The present study seeks to identify the relationship between L2 motivational self-system (the ideal self and the ought-to self) and out-of-class WTC. It draws on a quantitative research design that involved a sample of 111 pre-service ESL teachers in Malaysia. Two major findings were identified. First, even though proficient, their level of out-of-class WTC was only satisfactory not high as expected. Second, the ideal self was the stronger predictor of their out-of-class WTC. This supports previous findings on the role of ideal self in learners' willingness to communicate. Based on the findings, the present article ends with a pedagogical suggestion.