This study is concerned with possible relationships between general foreign language classroom anxiety (FLCA), foreign language reading anxiety (FLRA), gender, extended overseas experience, and classroom performance. Versions of previously published measurement scales (the FLCAS and the FLRAS) were administered to three different groups in nine intact first-semester English classes (252 students) at a Japanese university. Based on this data, the possible relationships between the two theoretical constructs of foreign language classroom anxiety and foreign language reading anxiety, and the variables of gender and extended overseas experience were explored. The results of the analysis suggest that the factor related to self-confidence in speaking English seemed to be significantly affected by overseas experience. Following this, the first-year student subgroup data was analysed for possible predictors of success in required English classes. It was demonstrated that self-confidence in speaking English, gender and proficiency played an important role in classroom performance of first-year students. (Contains 6 tables.)