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The purpose of this study is to investigate whether there are any differences in English achievement according to learners' learning styles and the levels of their foreign language anxiety and to examine their interaction effects. The subjects are second grade students in four high schools, of which 108 are male and 111 are female students. Oxford's SAS (1990) and Horwitz's FLCAS (1986) were administered to measure the learners' learning styles and foreign language anxiety respectively. The learners' English achievements were measured by the scores from the nationwide English test administered in the autumn of 2007. The results of this study showed that learning styles had significant effects on their English achievement except for visual, auditory and hands-on style and intuitive and concrete style. There were significant differences in learners' English achievement according to their levels of foreign language anxiety. Also, there were interaction effects only in closure and open-ended style in learning styles and foreign language anxiety.