Foreign Language Teaching Anxiety (FLTA) is often experienced by EFL student-teachers, especially students who have no experience in teaching. The sources of anxiety and the strategies used to manage it are different for each person. Therefore, the researcher conducted this study to investigate the factors of FLTA experienced by student-teachers in micro-teaching classes and the strategies used by them to cope with their anxiety. Using purposive sampling, 7 students of English Language Education Department at UIN Ar-Raniry Banda Aceh were chosen as the research participants. This research employed the qualitative research method using interviews as the instrument. This study found that the factors of FLTA experienced by student-teachers were self-perception of English proficiency, difficulties with teaching materials, lack of teaching experience, fear of negative evaluation, lack of students’ interests, difficulties with time management, and lack of preparation. Most students experienced FLTA due to their lack of teaching experience. They usually felt very anxious in their first teaching practice. Meanwhile, for the second and third performances, their anxiety was reduced. Furthermore, the strategies used to cope with their anxiety were preparation, adaptation, attitude, and relationship.