Affective factors in foreign language learning are one of the most reliable predictors of success in learning a foreign language. Negative emotions, such as foreign language anxiety, are negatively associated with motivation and learning success. The aim of this paper was to investigate the existence and the sources of foreign language anxiety among students studying at the Faculty of Teacher Education in Rijeka. In the first part of the paper, a brief introduction, definitions, and taxonomy of individual differences in foreign language learning will be given, and the concept of anxiety and its various aspects will be explained, which include foreign language anxiety and its sources. It will analyze how anxiety arises and develops, as well as the ways to identify foreign language anxiety and the activities that can help suppress it. The empirical part of the paper explores the existence of foreign language anxiety among students, analyzes its most common sources in the classroom situation, and its the connection with various factors such as age, gender, length of learning, knowledge of various foreign languages, and parental influence. At the very end of the paper, the obtained results provide a basis for a discussion on existing and possible approaches and solutions in combating the fear of a foreign language.