The aim of this study was to test how anxiety and motivation affected the foreign language achievement of Turkish college students studying at a vocational school. The study had two purposes. First, we examined the relationship among foreign language anxiety, motivation and achievement among Turkish college students. Secondly, a foreign languale achievement model based on language anxiety and motivation was developed and tested by a structural equation modeling. In this study, foreign language anxiety and motivation were treated as independent variables whereas foreign language achivement was treated as a dependant variable. To achieve the purposes, foreign language classroom anxiety scale (FLCAS) and language learning orientations scale (LLOS) were administered to 267 participants. The results of the study showed that amotivation was positively related to language anxiety. Also, intrinsic motivation and introjected regulation as subscales of motivation were negatively related to language anxiety. The application of the structural equation modeling showed that both anxiety and motivation significantly predicted the English achievement of the language learners within a Turkish context. Pedagogical implications of the results were discussed.