English is not the primary or even secondary source of communication in Iran, it is considered as the language of high importance due to several reasons. Iranian EFL learners experience a kaleidoscope of feelings and emotions ranging from extremely positive to highly negative to neutral. Considering that EFL learners encounter such feelings and emotions consciously or subconsciously, this study attempted to introduce the term \\\\\\\'language learner immunity\\\\\\\' to incorporate the notion of EFL learners\\\\\\\' ability to overcome psychological barriers such as demotivation and stress. They do so by shielding themselves with a protective armor, which in turn, might lead to effective language learning. To this end, 12 Iranian university students majoring in English were interviewed in depth in an attempt to gain a deep insight into their experiences. The data were then qualitatively analyzed by a thorough process of coding and memoing. Based on the analysis, language learner immunity was broken down into 5 categories depending on the extent to which the learners were immunized. Further follow-up studies would explore this avenue in a new light by studying language learner immunity using a clinical qualitative approach.

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