Anxiety in communicating in a second language, especially when that language is English, can have a negative effect to the students’ educational goals. A person feels nervous, worried and fearful when anxious. It is a permanent trait, and people are expected to experience it (Woodrow, 2006). Hence, the goal of this study was to investigate the relationship of English language anxiety and academic achievement. One hundred eighty randomly selected senior high school students of St. Mary’s Academy of Hagonoy participated in this study. A test called Foreign Language Classroom Anxiety Scale (FLCAS) was used to measure the English language anxiety. On the other hand, a copy of the General Weighted Average (GWA) of the students was requested from the school to assess their academic achievement. The results of the study showed that fear of negative evaluation and test anxiety are the main causes of anxiety of the senior high school respondents. Eighty-four percent of the respondents had medium level of anxiety and forty-nine percent had outstanding academic achievement. To determine the relationship of the two variables, a regression analysis was employed using the Statistical Packages for Social Sciences (SPSS). The result revealed that English language anxiety exerted no significant effect on the students’ academic achievement. Finally, some interventions and strategies were suggested by the researcher to reduce or eliminate English language anxiety in the classroom.