This study investigated speaking anxiety among advanced Korean language learners in Korean Language Institution classrooms, and the strategies they used to overcome it. The study employed qualitative methodology using online interviews for data collection. The sampling technique involved purposive sampling by selecting 13 Korean learners who had completed an advanced Korean course at TOPIK Levels 5 or 6, with Level 6 being the highest. The interview questions addressed various aspects, including comparisons of speaking skills, anxiety in Korean classrooms, fear of making mistakes, concerns about classmates’ reactions, and anxiety induced by teachers. Thematic analysis was performed by generating initial codes, grouping related codes to uncover potential themes, and highlighting recurring patterns in the participants’ responses. The results revealed three factors that contribute to speaking anxiety: personal reasons, teachers’ classroom approaches, and teaching methods. Advanced learners manage anxiety through three coping strategies: preparation, positive thinking, and seeking support from peers. The study concludes with discussions on the pedagogical implications, limitations, and recommendations for future research in advanced Korean language learning classrooms.