Foreign Language Speaking Anxiety (FLSA) is a complex neurological disorder that impairs students' ability to communicate clearly. This research investigates the phenomenon of Foreign Language Speaking Anxiety (FLSA) among students at SMA Islam 16 Al-Azhar, focusing on the psychological complexities that hinder their English oral proficiency. The study aims to identify the underlying causes of FLSA and develop effective coping strategies to enhance students' speaking performance. Utilizing a qualitative research design, data was collected through questionnaires and interviews, revealing a significant tendency among students to avoid speaking in English, particularly in classroom settings. The findings indicate that both internal factors, such as fear of negative evaluation and shyness, and external pressures, including role-playing and presentations, contribute to speaking anxiety. Additionally, the research highlights the effectiveness of relaxation techniques and positive self-talk as common coping strategies. Overall, this study provides valuable insights into the dynamics of speaking anxiety in foreign language learning and emphasizes the importance of addressing both internal and external factors to foster a supportive learning environment.