This research paper investigates the students' attitudes towards the Academic Debate subject in an educational setting, which was surveyed at the English Department of the College of Languages of Duhok University. Thirty students from the mentioned department participated voluntarily in this study. The paper used qualitative and quantitative methods for data collection and analysis. For that purpose, a questionnaire was employed as a research tool to gather students' attitudes towards the Academic Debate Class. The questionnaire consisted of 15 close-ended and two open-ended questions. The quantitative data are analysed using simple statistics, percentages and frequencies, while the qualitative data are analysed using the Thematic Analysis as the data analysis tool. Generally speaking, the findings are encouraging, indicating that most students hold positive attitudes towards the Academic Debate subject. Specifically, over 90% of the students reported feeling comfortable, like the debate class, and finding it relevant to developing their language proficiency.Additionally, many students (86.6% to 96.6%) agree that the debate subject helped them to improve their critical thinking skills, motivation, teamwork, and active participation. However, only a small number of students (3.3% to 20%) expressed disagreement with the statements related to the positive impact of the debate subject. Some students face challenges like poor language to express ideas and argue with others, feeling shy, lacking self-confidence, and not having enough time inside the subject to debate comfortably. To sum it up, despite the challenges students face in debate class, the results highlight the potential of the academic debate subject in promoting students' language proficiency, critical thinking, motivation, and teamwork skills. The findings suggest incorporating debate classes into the curriculum may benefit students' learning experiences and overall development.