This project aims to research teachers’ and students’ perspectives on Foreign Language Anxiety when speaking English, and what strategies teachers and students report having in the ESL classroom. To achieve this, three ninth-grade students were interviewed in a group setting, and five secondary school ESL teachers used semi-structured interviews. The interviews were conducted in a school south of Sweden. This is done to get both perspectives with a focus on perceptions and strategies to manage speech-related anxiety. Speaking is one of the four important skills that students need to master to fully master a language. The results show that many students find Foreign Language Anxiety to be a factor in hindering their progress in English, as they sometimes have difficulties speaking because of psychological issues where anxiety often occurs as a factor. Through exploration and comparison between the perceptions of students and teachers, the study uncovers effective strategies to lessen or eliminate Foreign Language Anxiety for students and help them develop their speaking skills in English. Additionally, the results show that it is important to give the students the opportunities and conditions for them to succeed regardless of psychological barriers. This study contributes to the existing findings of Foreign Language Anxiety while adding the comparison between the teachers and students and also effective strategies.