The present study aimed to investigate learners’ different levels of second language (L2) writing anxiety across proficiency levels. Thirty-five Korean students learning English as a foreign language (EFL) participated in this study. Their proficiency levels were categorized using a cluster analysis in which the learners were categorized into two clusters: a high group and a low group. The learners’ L2 writing anxiety was assessed using Second Language Writing Anxiety Inventory (Cheng, 2004), consisting of three components of L2 writing anxiety, i.e., somatic anxiety, avoidance behavior, and cognitive anxiety. The analysis for the two groups showed differential writing anxiety across the three anxiety components. The results were then discussed, and relevant pedagogical implications provided.