This study explores the anxiety experienced by EFL student teachers with and without study at boarding schools during their teaching practicum. The research aims to identify the primary causes of anxiety, the types of anxiety experienced, and the strategies used to manage and overcome these anxieties. A descriptive qualitative research approach was employed, involving six English education students from UIN Ar-Raniry who participated in the Teaching Practice Program (PPL) during the even semester of the 2023/2024 academic year. Data were collected through interviews. The findings indicate that the primary causes of anxiety include lack of teaching experience, classroom management challenges, language proficiency issues, and the level of support from mentor teachers. The types of anxiety experienced were instructional anxiety, self-perception anxiety, and evaluation anxiety. To cope with these anxieties, student teachers employed strategies such as thorough preparation, seeking constructive feedback, building peer support networks, and engaging in self-reflection. The study suggests that teacher education programs should provide intensive training in classroom management and teaching techniques, offer additional language practice sessions, and improve mentorship quality to better support student teachers during their practicum