This study sought to investigate the relationship between Language Learning Strategies (LLS) and Foreign Language Anxiety among Iranian university students. The instruments used in the study consist of: (a) the SILL (a questionnaire on language learning strategies developed by Oxford, 1990), and (b) the FLCAS (a questionnaire to measure the amount of anxiety English language learners experience while taking part in English classes, developed by Horwitz, 1986). The participants of the study were 85 students studying English at Islamic Azad University in Khorramabad, Iran. The results of this study revealed that generally language learning strategies correlate meaningfully and significantly with language anxiety. This correlation was negative (r = - 0.33) which means that the higher use of LLS is related to less amount of English Language Classroom Anxiety (ELCA). On the other hand, cognitive, compensation, and social strategies correlated meaningfully with language anxiety, while metacognitive, memory, and affective strategies did not correlate significantly with ELCA. After calculating the homogeneity of variances, a t-test was run to find whether there is a meaningful difference between high and low LLS users in terms of their ELCA. The results of the t-test analysis showed that a significant and meaningful difference exists between the two groups. High LLS users had a relatively lower ELCA than low LLS users.