Foreign language teaching anxiety has received close attention in the field of educational psychology recently. This study delves into the interplay between workload and foreign language teaching anxiety (FLTA) among Turkish EFL instructors in English preparatory schools at foundation universities.  The data presented in this article was derived from the first author's master's thesis and has been reanalysed for the purposes of this study. During the measurement of FLTA and workload, this study examines Turkish EFL instructors’ resilience in relation to their workload and explores the role of resilience in shaping their levels of FLTA. This study uses a mixed-methods research design, and two instruments are employed to process the data collection: Foreign Language Teaching Anxiety Scale (FLTAS-final version) and Teacher Resilience Interview Questions (TRIQ). FLTAS has 26 and the TRIQ consists of 8 questions. All participants were Turkish EFL instructors working at English preparatory schools at foundation universities and participated in the study on a voluntary basis. In addition, 10 out of the 51 participants take part in the interview. Finally, this study presents the findings to provide betterments for Turkish EFL instructors' working environments. Setting improved situations for Turkish EFL instructors, this study endeavours to uncover problematic issues and underline some coping strategies and bring them to the attention of academic administrators and supervisors.