This study is aimed to investigate students' perceptions of the flow theory in performing Basic Speaking course activities: Storytelling, Role-Play, and Group Discussion. The study used a descriptive design with a qualitative approach with 62 students from batch 2019 at the English Language Education Study Program in Lambung Mangkurat University. The data was collected by distributing an online form questionnaire, and eight students were chosen to be interviewed to gain more in-depth information of their perceptions of flow while performing speaking activities. The data was then presented in percentages to divide the perceptions into positive, neutral, and negative categories and described in descriptive form. The findings discovered the students' perception of the four dimensions of flow: interest, control, focus, and challenge in performing the three Basic Speaking classroom activities. The results revealed that students had positive perceptions towards the flow of interest, particularly in a Role-Play activity. Results also showed that students had neutral perceptions towards the flow of control and focus since they perceived both of these dimensions broadly in every speaking activity. Lastly, the findings showed that students had positive perceptions towards the flow of challenge, particularly in a Storytelling activity. As suggested, both students and lecturers must recognize what teaching activities makes them engaged in performing the activity concerning their emotional state as it would significantly crucial for the students' improvement to be more meaningful in their learning process.