This study investigated the relationship between student satisfaction with speaking classes, speaking skills self-efficacy beliefs, and speaking skills achievement. To this end, one hundred Iranian EFL undergraduate students filled out two questionnaires; a research-made and pilot-tested questionnaire for student satisfaction with speaking classes, and a questionnaire for speaking skills self-efficacy beliefs, adapted from Rahimi and Abedini (2009), Gahungu (2007), Wang et al. (2013), and Saeidi and Ebrahimi Farshchi (2012). Participants' final scores in speaking skills were collected from their instructors and regarded as a measure of their speaking skills achievement. The results of Pearson correlation analyses showed that both student satisfaction with speaking classes and speaking skills self-efficacy beliefs had significant positive correlations with speaking skills achievement, with the latter being stronger. Moreover, the results of Pearson correlation analyses also indicated the existence of a significant positive correlation between student satisfaction with speaking classes and speaking skills self-efficacy beliefs. Multiple regression analyses showed that between the independent variables of the study, speaking self-efficacy beliefs was a significantly stronger predicator of Iranian EFL students' speaking skills achievement.