This research explores the role of individual differences in second language acquisition (SLA), focusing on how cognitive, affective, and sociocultural factors impact the language learning process. While traditional SLA studies have often concentrated on universal mechanisms of language learning, this study emphasizes the variations between learners, considering factors such as memory, attention, motivation, anxiety, and cultural exposure. A mixed-methods approach is employed, combining quantitative measures of cognitive abilities, such as working memory and attention, with qualitative insights gained from learner interviews and classroom observations. The research aims to uncover the relationship between these individual differences and SLA outcomes, providing practical implications for educators to develop more personalized and inclusive teaching strategies. It is anticipated that cognitive factors, especially working memory, and affective factors, including motivation and anxiety, will significantly influence SLA success. Sociocultural immersion, particularly interaction with native speakers, is expected to enhance learners' fluency and confidence. The findings are intended to contribute to the development of teaching methods that cater to the diverse needs of language learners, ultimately improving language acquisition outcomes across varied learner profiles.