This study investigated predictors of foreign language anxiety in 210 university students enrolled in French, Spanish, German, and Japanese language courses. Several instruments were used to gather information on student characteristics, study behaviors, attitudes, and language anxiety experience during the fourth week of the semester. Results revealed that 14 variables (gender, age, academic achievement, semester course load, prior history of visiting foreign countries, high school experience with foreign languages, expected grade for current language course, perceived intellectual ability, perceived scholastic competence, perceived appearance, perceived self-worth, cooperativeness, value placed on competitive learning, academic locus of control) contributed significantly to prediction of foreign language anxiety. Freshmen and sophomores reported the lowest levels of anxiety, and levels increased linearly as a function of year of study. Implications of the findings for understanding language anxiety and for classroom teaching and learning are discussed. Contains 13 references. (MSE)