This study, which is primarily qualitative, explores the interrelationship between stut- tering, foreign language anxiety (FLA), and English as a foreign language learning in order to identify the areas of greatest learning di culty in stuttering adolescent and adult students who learn this language. From a sample of thirty-two learners, sixteen learners who stutter (LWS) and sixteen learners who do not stutter (LWDNS), interviews that were conducted with the former were analysed, and their responses to two FLA scales were compared to those of the LWDNS. Results indicate that stuttering and FLA negatively a ect language learning in LWS, producing rejection of their linguistic identity. Reading aloud and oral interaction in front of the teacher and peers in class were the most problematic areas with signi cantly higher anxiety levels in LWS. This underscores the need to implement pedagogical practices that reduce these students' FLA, and reinforce their self-concept.