Previous research studies have shown language anxiety to be related with broad-based indices of language achievement, like course grade. However, to date, the potential link between foreign language anxiety and language learning strategies has not been empirically investigated. This study is an attempt to identify the relationship between language anxiety and strategy use. It reports on a survey of language learning strategies used by high-anxious and lowanxious learners. Generally, significant negative correlation obtained between levels of language anxiety and strategy use. In the meantime, t-test revealed significant difference between high-anxious and low-anxious groups on the level of use of strategies. That is, the more anxious the students are, the less frequently they use strategies. Further, the result showed that among students with high anxiety metacognitive and memory strategies were the most used, while compensation and affective strategies were the least. Less anxious students reported using metacognitive and social strategies as the most, on the other hand, memory, and affective strategies as the least ones. This study discusses these findings, suggests possible questions for future research, and makes implications for increasing foreign language learning.