This paper aims to explore the status quo of English learning anxiety of Chinese EFL high school students to provide suggestions to deduce it. Foreign Language Classroom Anxiety Scale (FLCAS) is used to make an investigation into 293 high school students of different grades in Yuemiao High School in China. By both qualitative and quantitative analyses of data collected from the questionnaires, it finds out that ƒ?ÿa medium level of English learning anxiety existed widely in the students of Yuemiao High School (M=3.115, SD=0.58). Test Anxiety is the highest (Mean=3.244). Fear of Negative Evaluation is the lowest (Mean=2.981). ƒ?­ In terms of grade, three grades have statistically significant differences in anxiety (p=0.005<0.05). The anxiety level of grade one is the highest (M=3.247); grade three is medium (M=3.130); grade two is the lowest (M=2.975). ƒ?›For different gender, there is statistical difference (p=0.025<0.05). The maleƒ??s total anxiety is higher than the femaleƒ??s (Mean(Male)=3.203>Mean(Female)=3.052), especially in Communication Anxiety (p=0.013<0.05; Mean(Male)=3.233>Mean(Female)=3.058). ƒ?œIn terms of different majors, there is no statistical significance in English learning anxiety (p>0.05). Therefore, to minimize studentsƒ?? English learning anxiety, English teachers should improve their teaching skills, build a better and more harmonious relationship with students to attract studentsƒ?? interest and explore a cooperative learning mode between male and female students.