The authors of this article conducted a small-scale research on anxiety in the Oral English class among English-majoring students. Ninety-nine students from grades 1 through 3 participated in this research at two universities in China. Students provided responses to two questionnaires. 18 students out of 99 were individually interviewed. Two questionnaires were used to collect data for this research: 1) the FLCAS (“Foreign Language Classroom Anxiety Scale”) anxiety scale questionnaire and 2) the classroom comfort level questionnaire developed by the authors. This article briefly describes the outcomes of the research, and, specifically, the sources of discomfort and anxiety in the Oral English Class. For methodological and pedagogical implications we considered it to be important to explore the following from students’ point of view: what are specific situations, procedures, relations, behaviors, organizational approaches that might provoke anxiety in the OE classroom. The authors of this article conducted a small-scale research on anxiety in the Oral English class among English-majoring students. Ninety-nine students from grades 1 through 3 participated in this research at two universities in China. Students provided responses to two questionnaires. 18 students out of 99 were individually interviewed. Two questionnaires were used to collect data for this research: 1) the FLCAS ( “Foreign Language Classroom Anxiety Scale ”) anxiety scale questionnaire and 2) the classroom comfort level questionnaire developed by the authors . This article briefly describes the outcomes of the research, and, specifically, the sources of discomfort and anxiety in the Oral English Class. For methodological and pedagogical implications we considered it to be important to explore the following from students’ point of view: what are specific situations, procedures, relations, behaviors, organizational, that might provoke anxiety in the OE classroom.