This quantitative-correlational study primarily aimed to determine the attitude and the extent of anxiety among prospective educators toward learning the English language in an online platform. A total of 128 respondents were surveyed using Attitude toward Online Teaching Tool to carry out the respondents’ attitude towards English language learning online which yielded reliability characterized as good (α = 0.833) and Foreign Language Classroom Anxiety Scale to test the extent of anxiety among the respondents toward English language learning in virtual classrooms which yielded reliability characterized as excellent (α = 0.907). Analysis of the data revealed that the respondents are slightly positive, and there is no significant difference between prospective educators’ attitudes towards English language learning online across gender. It was also revealed that the respondents have low levels of anxiety toward English language learning in an online platform, and there is no significant difference in the extent of anxiety between the respondents across gender. Moreover, it was discovered that there is a significant correlation between the attitude and the extent of the anxiety of the respondents. The results yielded in this study and the implications were discussed herein.