This study examined the influence of language anxiety on the speaking performance of Bachelor of Elementary Education (BEED) students at Mater Divinae Gratiae College, Inc., Eastern Samar, during the second semester of AY 2025–2026. Employing a quantitative correlational design, 42 students were assessed using the Foreign Language Classroom Anxiety Scale (FLCAS) and evaluated on oral tasks through an analytical speaking rubric. Results showed that students generally experienced moderate levels of language anxiety, with 25% reporting high anxiety. Overall speaking performance was also moderate, with fluency identified as the weakest component and task achievement as the strongest. Pearson correlation analysis revealed a strong negative relationship (r = -0.62, p < 0.01) between language anxiety and speaking performance, with fluency most affected and comprehension least affected. These findings are consistent with previous studies and support theoretical frameworks such as Krashen’s Affective Filter Hypothesis, Eysenck’s Attentional Control Theory, and Bandura’s Self-Efficacy Theory. The study highlights the need for supportive classroom practices, curriculum innovations, and teacher training to reduce language anxiety and enhance students’ oral competence. Recommendations include expanding the research across multiple institutions, conducting longitudinal studies, and testing intervention strategies to mitigate anxiety.