This study was conducted to identify teachers' and students' perceptions regarding the internal factors that influence English as a Foreign Language (EFL) learning in the southern region of Ecuador. The participants were 257 children, who answered a questionnaire about motivation, anxiety, willingness, self-efficacy and memorization when learning English skills. The English classes that these students took were observed during a three-month period. In addition, eight teachers were interviewed in order to know their views about the students' internal factors in EFL learning. After analyzing the data quantitatively and qualitatively, the results evidenced that, according to the participants' perceptions, motivation decreases depending on the students' age and the type of skills. Furthermore, anxiety when speaking in front of the class and doing listening activities increases as the students get older. Students are also self-efficient in the classroom, and they recall what they have learned. All the implications that can be derived from these factors should be carefully analyzed by educational stakeholders in order to help students succeed in the learning process.