This study analyzes how students experience foreign language anxiety (FLA) during an international e-tandem project. Similar to other types of anxiety, FLA is often characterized by feelings of nervousness and dread, accompanied by avoidance strategies, such as staying silent during conversations in the target language (Horwitz, Horwitz & Cope, 1986); it impacts a substantial number of learners, particularly during oral activities (MacIntyre, 2005; Young, 1990). To combat this anxiety and increase students’ willingness to communicate in English, a collaborative e-tandem project was offered to students enrolled in English courses at the University Paris Nanterre (France) and the University of Pécs (Hungary). E-tandems are guided, virtual exchanges allowing participants to practice a non-native language. They are thought to remove many of the anxiety-inducing elements of the language classroom, such the inherently asymmetrical teacher-student dynamic and the pressure to speak without errors. These exchanges also provide numerous other pedagogical benefits, such as the opportunity for authentic communication practice (Develotte, Guichon, & Kern, 2008; Vassallo & Telles, 2006). In this program, students worked in teams composed of two French students and two Hungarian students to have three online video-conference meetings and complete a series of activities in English. After each activity, students completed a journal entry to describe their experience in the project and how it impacted their comfort level when speaking English. At the beginning of the project, many students, particularly from the French university, reported moderate to high levels of FLA when speaking English. Over the course of the semester however, most students reported greater confidence when speaking English with their groups and lower levels of anxiety. This paper presents some of the factors that led to this change and makes recommendations for future use of e-tandems in language learning.