This study surveys 156 Saudi male and 131 Saudi female students in their first year at King Faisal University in the Eastern Province of Saudi Arabia. Demographic data is collected along with quantitative data using a self-reporting Foreign Language Classroom Anxiety Scale (FLCAS) with a 5- point Likert scale. English performance data is collected via course grades. Comparisons are made between genders, majors, course levels and academic terms using ANOVA and descriptive statistics. Correlations and regression assess relationships between FLCA and English performance. Results show moderate levels of FLCA and moderate, negative correlations with performance. Further qualitative data is collected in the form of feedback from foreign English instructors and university administration. Qualitative data is compared to prior research and results from the quantitative study in order to ensure reliability. The discussion and conclusion leads to recommendations for teachers and administrators with the intent of reducing FLCA and increasing educational opportunity.