Anxiety is believed to affect foreign language learning and performance. This preliminary study investigates the role of high school Japanese learning experience in student anxiety while taking an introductory Japanese course in college. This study shows that the presence or absence of high school Japanese instruction affects levels and sources of anxiety in the early stage of a college Japanese course. Interestingly, however, regardless of a students' previous experiences, three common factors were found as anxiety-reducing: teachers' helpful attitudes, good relationships with classmates, and a well-structured program. These results regarding anxiety-reducing factors suggest that teachers play a crucial role in reducing students' anxiety. Based on these results, several strategies are suggested for decreasing foreign language anxiety. Two appendices--the survey instrument, "Foreign Language Anxiety Scale" and "Questions for the Interviews"--are included. (Contains 21 references.) (KFT)