Foreign language subject is one of the new offerings of some universities in the Philippines. Since it is a new subject it cannot be avoided that some may become anxious in taking it. This study ought to know if there was a significant relationship of foreign language anxiety and classroom performance among college students. This research utilized descriptive- correlation design, with 109 respondents from the University of the Immaculate Conception. Through the questionnaire adapted from Horwitz, Horwitz & Cope‘s (1986) Foreign Language Classroom Anxiety Scale (FLCAS) it was found that the students’ foreign language anxiety was moderate. It was manifested in their prelim grade that their classroom performance was satisfactory. It was also revealed that sex and program don’t have anything to do as regards to the foreign language anxiety of the respondents. Lastly, the study showed that foreign language anxiety has a significant relationship with students’ classroom performance. It only means that students find social evaluation and apprehension on academic assessment as anxiety-provoking stimulus since it had correlated with their classroom performance.