The aim of this study is to examine language anxiety, or fear experienced by learners when using a foreign language in the content and language integrated (CLIL) classroom. Although CLIL has been rising in popularity in Croatia in recent years, there has been little research on the CLIL classroom. Furthermore, most studies on language anxiety have focused on the foreign language classroom. Given that the pressure of learning subject content and using a second language simultaneously can cause distress, it is vital to ensure that students feel confident and comfortable to achieve the best possible results. The data for this study were gathered using a questionnaire which surveyd 48 CLIL high school students’ perceptions of potential stressors and anxiety-inducing factors, such as speaking activities, the teacher’s attitude, and their motivation. The findings show that most of the students do not feel anxious in the CLIL classroom, while those that do, mostly fel anxious during speaking activities. In summary, understanding language anxiety in CLIL is essential for creating a safe and comfortable language-learning environment since it can negatively affect confidence, communication, and the learning process.