While both the causes and effects of students' language learning anxiety have been a frequent focus of many investigations, few have explored anxiety in the context of upper-level language classrooms. Through a qualitative analysis of questionnaire data obtained from 21 advanced students of Spanish, this study found that, indeed, many of these students did report experiencing anxiety in upper-level courses, perhaps an unanticipated setting given students' relatively higher levels of proficiency. Students highlighted many issues related to their anxiety and confirmed findings of previous investigations; specifically, they pointed to the key role of the teacher in producing and relieving anxiety. In addition to considering anxiety in an unexplored context, this study serves as a model for involving students in research related to language learning. (Contains 8 notes.)