The objectives of this study were to analyze the classroom Willingness to Communicate (WTC) of EFL learners in secondary schools in Poland and Spain, and to identify the factors that predict this type of WTC in both settings. The study found limited practical significance in the differences between the two groups’ WTC, with more similarities than differences emerging in the circumstances that encouraged or inhibited communication. The study examined several potential predictors of WTC, including gender, age, socioeconomic status (SES), relative standing among peers in oral production and interaction, Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and intercultural sensitivity. Of these factors, five (relative standing among peers in oral production and interaction, FLE, FLCA, extroversion and intercultural sensitivity) were found to predict classroom WTC in both settings. The study concludes by discussing some practical implications of these findings for EFL teaching at the secondary level.