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Abstract Personality had been conceptualized from different theoretical perspectives. Many psychologists had divided language of personality as important and useful for daily interaction. Thus, personality traits seemed to be an important factor in achieving educational goals for students learning foreign languages. TOEIC and GEPT tests measured English proficiency for the international working environment and educational organizations. A number of colleges and universities also employed TOEIC and GEPT tests as tools for student placement, tracking progress, and program evaluation. This study quantitatively examined non-experimental relationships among personality traits, TOEIC, GEPT, foreign language classroom anxiety, classroom structure, and satisfaction. A total of 110 surveys were distributed, and 100 surveys were returned, with a return rate of 91%, with 9% missing data. Results showed that 3 of the 5 examined personality traits were statistically significant. Furthermore, TOEIC and GEPT tests did not influence personality traits, and GEPT participation had more statistical significance than TOEIC participation for student personality traits. The findings did not help statistical differences in foreign language classroom anxiety, and classroom structures for satisfaction and personality traits. The results of this research might influence educational organizations, government, and company decisions and strategies. Future studies should be enlarged to strengthen the generalizability of this research.