Despite the fact that foreign language speaking anxiety is a common phenomenon in the teaching of English as a foreign language in Greece, teachers do not always identify anxious students, and often attribute their unwillingness to participate in speaking tasks to factors such as lack of motivation, or low performance. This article aims to contribute to the literature on language anxiety and to provide teachers with strategies for reducing foreign language speaking anxiety stemming from students’ fear of negative evaluation from their peers and perception of low ability. Using qualitative research, it presents a classroom-based case study which aims at examining the characteristics of anxious students with a view to implementing classroom interventions to reduce foreign language speaking anxiety. The effectiveness of these interventions is also presented and evaluated, and the pedagogical implications of the findings are discussed.