Flipped learning is a new pedagogical trend in which traditional teacher-led classrooms are transformed into student-centered and individual-based learning environments. The main rationale behind the flipped instruction is to create a more dynamic and interactive classrooms where teachers serve as a guide and facilitator. This study attempts to integrate a flipped learning environment into an English speaking class in which most of the students are observed to have English speaking anxiety prior to the flipped learning treatment process. The aim of the study is to investigate the role of flipped learning on reducing Turkish EFL students’ speaking anxiety. To this end, twenty seven 5thgrade students in a state school have been instructed through flipped learning model to practice speaking skill for ten weeks. The study employed a mixed-method research design in which quantitative data were collected via a speaking anxiety scale and qualitative data were obtained through semi-structured interview. The scale was administered to the students before and after the flipped class treatment and their stated responses were compared and contrasted together with the findings of the interviews to get an in-depth idea about the effectiveness of the treatment process. The results of t-test and semi-structured interviews revealed that the participants’ speaking anxiety was reduced remarkably in general after the treatment process. However, it was also found that some problems derived from students’ psychological load regarding shyness and the lack of self-confidence during speaking practice still affect their oral production in the target language in a negative way.