This study was conducted to uncover the narratives of learners with English-speaking anxiety at Toledo National High School in the District of Nabas, Division of Aklan, during the School Year 2024–2025. Specifically, it aimed to explore the lived experiences of students with English-speaking anxiety in terms of the challenges they encountered, their coping strategies and perceived opportunities, and to propose an intervention program to support these learners. To capture the data comprehensively and appropriately, a phenomenological qualitative research design was employed. A researcher-developed interview guide was used to gather information on students’ lived experiences, including the challenges they faced, the coping mechanisms they adopted, and the opportunities they perceived. The challenges encountered by students included fear of judgment and criticism, anxiety and nervousness, lack of confidence, public speaking difficulties, self-doubt, and perceived barriers to improvement. The coping mechanisms identified were practice and preparation, positive self-talk and mindfulness, support from friends and family, acknowledgment of progress, embracing mistakes as learning opportunities, and motivation for improvement. The opportunities revealed through their experiences included career advancement, enhanced communication skills, overcoming challenges and building confidence, cultural understanding and social connectivity, academic excellence, global communication and networking opportunities, and improved self-expression. To effectively address English-speaking anxiety, the researcher proposes a three-day in-person seminar-workshop consisting of six components: teacher-led understanding anxiety sessions, building self-confidence activities, guided practical speaking exercises, teacher-directed anxiety management workshops, peer feedback facilitation, and personalized action planning guidance.