The primary goal of this research was to identify those factors that may contribute to anxiety, and those factors that may reduce anxiety in an attempt to understand more fully the role that anxiety may play in learning a foreign or second language. This study utilized the qualitative research tradition, the phenomenological interview, with the inclusion of a quantitative component. Attention was focused on the participants' beliefs, experiences, and feelings in order to generate an enlightening narration of the participants' perspectives of foreign language anxiety. The participants also completed the "Foreign Language Classroom Anxiety Scale" (FLCAS) developed by Horwitz, Horwitz, and Cope (1986). The FLCAS is a 33-item, self-report measure, scored on a five-point Likert Scale, ranging from strongly agree to strongly disagree, and was developed to capture the specific essence of foreign language anxiety in a classroom setting and to provide investigators with a standard measure. The interviews revealed extremely negative experiences with the language class. When asked to describe their feelings several students provided examples of how anxiety can lead to frustration and even anger. Both the interviews and the responses to the FLCAS questions revealed that 73% (11) of the sample of 15 participants would be considered anxious learners with 34% (5) of these considered highly anxious. Although this was a small sample of 15 participants and only limited generalization may be warranted, several recommendations for reducing anxiety in the classroom were extrapolated from the voices of the student participants and other findings in this study. These recommendations include intensifying awareness of foreign language anxiety and suggestions regarding pedagogical practices.