Background/purpose: This study sheds new light on communication apprehension (CA) by specifically analyzing the role of public speaking courses in addressing anxiety concerns among university students. It offers a nuanced understanding of student viewpoints within the context of a public speaking course in a non-Western setting. Methods/Materials: Focus groups--a methodology that has not been widely utilized in CA research--were used to understand student viewpoints. Focus group discussions were carried out using a semi-structured approach, using the Nominal Group Technique (NGT) at the start of the discussion. Thematic analysis was used to categorize recurring patterns in the data. Results: The dominant themes emerging from the study were labeled as "enhancers" and "diminishers" of public speaking anxiety. The research findings, especially sub-themes relating to grading and group work, are noteworthy, offering valuable insights into student perspectives. Conclusion: This study will aid educators in reimagining curriculum instruction and design. These findings have implications for the areas of oral communication, public speaking anxiety, and global higher education.