This study was designed to explore the relationships between the international students' perception of professors' instructional practices (the usage of active and collaborative learning techniques in class) and the international students' study anxiety. The dominant goal of this research was to investigate whether the professors' usage of active and collaborative learning techniques in class while teaching reduces the study anxiety of international students. A convenience sample of international college students (n =85) in Spring 2013 at a mid-sized public four-year institution in Texas participated. The researcher collected pertinent demographic data and used two modified versions of the Study Anxiety Questionnaire (SAQ) and the Active and Collaborative Engagement of Students Survey (ACES). The results demonstrated the existence of a weak inverse relationship between the international students' perception of the instructors' usage of active and collaborative learning techniques in class and the international students' study anxiety. This inverse weak relationship continued to exist when controlling for educational status, gender, nationality, and field of study. Since the results of this study showed that the international students perception of the instructors' usage of active and collaborative learning techniques in class helped reduce their study anxiety, for future research it would be interesting to see whether there a stronger or similar result would be seen among college students in general.