This study examines the relationship between speaking anxiety and willingness to speak English among lower secondary school students at To Ky Secondary School in Ho Chi Minh City. Using a quantitative case study design, data were collected from 120 students through questionnaires measuring speaking anxiety and classroom willingness to communicate. Descriptive statistics indicated moderate to high levels of speaking anxiety and moderate to high willingness to speak English, with variation across speaking situations. Pearson correlation analysis revealed a significant negative relationship between speaking anxiety and willingness to speak English, suggesting that higher anxiety is associated with lower communicative willingness. The findings highlight the importance of reducing affective barriers to promote active oral participation in EFL classrooms.