This study examines foreign language anxiety in a combined class of vocational students at an upper secondary school. The purpose of the study was to investigate whether these students experienced foreign language anxiety, what situations in the classroom triggered it and what effect it had on their communicative behaviour. An additional purpose was to ascertain what students themselves thought could be done to alleviate feelings of foreign language anxiety. In order to get a background information about the class, their English teacher was interviewed, and observations were carried out. Lastly, focus group interviews with the students were conducted. The findings were analysed from the themes of prestige, avoidance, comfort, and relevance. The results showed that the students likely suffered from foreign language anxiety and that this experience led them to adopt a multitude of strategies to avoid having to speak English in the classroom.