Foreign Language Classroom Anxiety is an educational phenomenon that has gained growing attention among researchers over the past three decades. It is a form of anxiety that can be debilitating and arises from various sources. This research examined foreign language classroom-based anxiety experiences of two adult Japanese English language learners; looking at the experiences of Foreign Language Classroom Anxiety: in both secondary and tertiary education settings; and in English language learning environments that the participants experienced in both Japan and the United States of America. Furthermore, this research investigated the effects of Foreign Language Classroom Anxiety on learning outcomes and oral performance. Findings from this study into the effects of Foreign Language Classroom Anxiety on learning outcomes and oral performance of participants indicated that sociocultural factors; learner motivation; self-efficacy; and the perceptions that learners have of their classroom learning environments influence learning outcomes and oral performance in the classroom. Findings indicated that anxiety in foreign language classroom learning experiences can be linked with oral performance. Appended are: (1) Written Reflective Journal Instrument; and (2) Semi-structured Interview for each Participant, that is, Student A and Student B. (Contains 1 table.)