The present study aims at investigating the effects of foreign language classroom anxiety on Saudi male students' performance at Albaha University. This study is going to answer the question if the FLCA has an effects on Saudi students' performance. The participants of the study were (n=50) students, who enrolled in applied linguistics courses, level 2 in the College of Science and Arts in Almandaq in the second term (2018). The study ran a questionnaire for testing anxiety levels to the participants of the study to collect data. It contained fifteen elements, with the variables divided into three segments they are communicative apprehension, test anxiety, and Fear of negative evaluation, respectively. It also used a "descriptive" and inferential methods to investigate whether the students feel EFL anxiety. The study findings revealed a slightly higher level of communicative apprehension (3.6), a moderate level of test anxiety (3.4), and the participants experience a low level related to fear of negative evaluation (3.3). The calculated mean of overall hypotheses is (3.4) which suggests that the students suffer a moderate level of foreign language Classroom Anxiety. These findings explored significant effects of foreign language anxiety on the Saudi male students' performance at Albaha University due to these variables, respectively. Besides, the results of this paper provided teachers and decision-makers with some recommendations and pedagogical implications that will enable them to overcome the male students' language anxiety in the classroom in the Saudi setting, which will also help in achieving better learning outcomes.