This thesis investigates certified English teachers' attitudes toward Foreign Language Speaking Anxiety (FLSA) in an English as a Foreign Language (EFL) classroom. The primary objective is to verify whether and how teachers implement various methods and adapt their pedagogical approaches to address and prevent FLSA. Through interviews with ten English teachers in middle school, the study explores the perspectives of the EFL teachers, and how they provide practical insights into effective strategies for assisting students in overcoming speaking anxiety and succeeding in language learning environments. Key findings emphasize the importance of patience, understanding student needs, and fostering a safe, supportive learning environment. Despite diverse strategies, FLSA remains a common challenge without a universal solution. The study underscores the need for further research into the causes of FLSA and calls for more effective, comprehensive strategies to mitigate it in language learning contexts.