Anxiety in general is a very complex psychological state which has been researched many times due to the fact that it is constantly present in all areas of people’s lives and that it influences them in many ways. As in every other area, anxiety is present in second language acquisition too. Although some researchers claim that anxiety can have a positive influence on language acquisition since it keeps learners alert and, it is the negative aspect that is constantly investigated by language researchers. Foreign language anxiety can harm learners’ performance and influence their confidence, which results in decrease of motivation and, therefore, in slower second language acquisition. In order to find out what causes language anxiety and how to overcome it, language researchers have carried out extensive research on this topic. According to Horwitz et al. (1986), foreign language anxiety often harms learners’ performance in foreign language. This present study deals with listening anxiety. Its aim is to investigate the relationship between listening anxiety and success in learning English as a foreign language. In particular, it investigates the relationship between listening anxiety and listening comprehension. The study was conducted on the sample of ninety-seven intermediate English students enrolled in Second Grammar School Osijek. In order to be able to test the relationship between listening anxiety and success in learning English as a foreign language, two instruments were administered to the participants: Foreign Language Listening Anxiety Scale (FLLAS) developed by Rost and Ross (1991, as cited in Mihaljević Djigunović, 2002) and a listening comprehension test. Final grades in English were taken as a measure of learning success. The data was analyzed by means of the statistical program SPSS 19.0. and the results confirmed the assumptions that there is a relationship between listening anxiety and success in learning English as a second language. Finally, various methods and techniques which can help teachers and learners of English overcome listening anxiety are suggested.