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This study explores the realm of foreign language speaking anxiety (FLSA) among Swedish upper secondary school students studying English through a mixed-method approach combining surveys and qualitative interviews. By analyzing responses from a questionnaire distributed to a sample of 99 students and conducting in-depth interviews with four participants, this research aims to explore the extent of speech anxiety among the students, its contributing factors, and viable strategies for teachers to mitigate it. Findings reveal multifaceted sources of speech anxiety, ranging from fear of judgment to lack of self-confidence. Additionally, participants provide valuable insights into the role of teachers in addressing this issue, emphasizing the importance of fostering a safe and encouraging learning environment and working with students' self-confidence. This research contributes insights into understanding and addressing speech anxiety in educational settings, offering practical implications for educators to help students.