The learning of a second language is distinct from other types of learning, and involves a complex interplay of cognitive, affective, motivational, and emotional factors. Two important factors are language mindsets, the beliefs that learners hold regarding their language learning ability, and foreign language anxiety, the language classroom-specific anxiety that many learners experience. The purpose of this quantitative correlational study was to discover whether a relationship exists between language mindsets and foreign language anxiety for second language students at a large university in Virginia. The study used four bivariate linear regressions to examine correlations between the predictor variable, foreign language anxiety, and four language mindset-related variables, overall language mindset and its three subdimensions. Results indicated a significant, moderate, positive correlation between foreign language anxiety and fixed mindsets on three of the variables, and a significant, small, positive correlation on the fourth. The study therefore demonstrated a relationship between language mindsets and foreign language anxiety, such that higher levels of anxiety correlate with fixed language mindsets, and lower levels with growth mindsets. These findings have implications for classroom practice; efforts at lowering anxiety and encouraging growth mindsets ought to mutually strengthen one another and improve student outcomes. Suggested areas of future research include duplicating this study with different demographics and conducting multiple regression analyses between language mindsets and several other variables of interest.