This paper presents initial findings from a qualitative study exploring the connection between personality traits, plurilingualism, and self-perception, and their potential impact on language learning and teaching. Data from an international survey were analyzed to examine the correlation between participants' linguistic repertoires, their self-perception, and personality traits. The study used a TIPI test (Thørrisen & Sadeghi, 2023) and a self-perception tool adapted from Aguilar Río (2023). Three hypotheses were tested: (1) respondents with a larger linguistic repertoire would score higher in extraversion, agreeableness, and openness; (2) those with higher neuroticism and conscientiousness would have lower tolerance for plurilingual communication and ungrammatical speech; and (3) those with a larger linguistic repertoire would have a positive self-perception as plurilingual. The data analysis did not conclusively support or reject these hypotheses. However, the observed tendencies highlight the potential pedagogical benefits of considering learners' personality traits in designing learning objectives and classroom dynamics. The study also suggests valuable content for training future language teachers.