Public speaking anxiety continues to affect the ability of students to communicate confidently in academic settings. This study aimed to examine the relationship between communication skills and public speaking anxiety among Grades 4 to 6 pupils at Mambalili Elementary School, involving 166 respondents through a quantitative research design. Using an adapted questionnaire, the study assessed four indicators of communication skill, namely: competence, body language, dignification, and discouragement and four indicators of anxiety, namely: trait, situation, context, and audience anxiety. Findings showed that students possessed high levels of communication skills, except for discouragement, described as low. Despite these strengths, all anxiety indicators were consistently high, indicating that public speaking remains a problem. A weak negative correlation was found between communication skills and anxiety, suggesting that better communication skills are related to lower anxiety, though other factors may also contribute. It was found that only discouragement significantly predict anxiety which highlighted that fear and lack of motivation increases the fear of students when speaking in public. These findings supported the Social Cognitive Theory of Bandura who argued the importance of self-efficacy in managing fear and building confidence. The study recommends implementing confidence-building strategies, guided speaking opportunities, and peer support to help reduce anxiety and improve student engagement in public communication. Future research may explore additional psychological and environmental factors that may influence public speaking experiences of students.