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This case study aims to explore the link between the incresed anxiety levels while speaking in class and during presentation performance among ESL students. To this effect, the study employs mixed method approach by adapting The First Language Classroom Anxiety Scale developed by Horwitz et al (1986) and preparing a questionnaire for ESL students using a five-point Likert scale. The respondents (N=120) of the study were Bachelor of Science (BS) students randomly selected from Lasbela University of Agriculture, Water & Marine Sciences (LUAWMS)). Likewise, two teachers also took part in semi structured interviews. Later on, classroom observations were also held in their respective classes to scrutinize and triangulate the data by pinpointing the indicative symptoms of anxiety for substantiating the preceding data. The results showed that L2 speaking anxiety emanates from setting, fear of performance, limited linguistic knowledge and non-systematic error corrections and psycho-social reasons. The semi structured interviews of the teachers indicated that increased speaking anxiety levels among Pakistani students can be attributed to the educational system itself as it is not designed to increase the communicative competence of students resultantly many students experience feelings of uneasiness and anxiety when having to speak in the second language. They postulated that teachers’ personal intervention as well as students’ interest in enhanced communucative activies like peer discussions and spontaneous use of target language can minimize the incidences of anxiety. In conclusion, ESL classes significantly depend on teachers’ and students’ concerted efforts to make use of reinforcement and constructive feedback for reducing anxiety during speaking and presentations.

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