Abstarct: This study investigates the efficacy of a Mindfulness-baxsed Intervention (MBI) in reducing Foreign Language Anxiety (FLA) among Iraqi high school students. FLA represents a major affective barrier in Iraqi high schools because it often limits classroom participation, increases fear of negative evaluation, and weakens language performance. Accordingly, the study aims to determine whether a structured mindfulness program can significantly reduce anxiety among Iraqi EFL learners. A quasi-experimental pre-test/post-test control group design was adopted. The sample consisted of 30 Iraqi EFL high private (Noon and Qalam) school students divided equally into an experimental group and a control group. Data were collected through the Foreign Language Classroom Anxiety Scale (FLCAS) and the Oxford Placement Test (OPT). The experimental group received a six-week mindfulness-baxsed intervention that included focused breathing and body-awareness activities, whereas the control group received regular instruction only. The data were analyzed by paired-samples t-tests and Analysis of Covariance (ANCOVA). The findings revealed a statistically significant and substantial reduction in overall foreign language anxiety in the experimental group, while the control group showed only minimal change. Marked improvement was also found across the main anxiety dimensions, including communication apprehension, fear of negative evaluation, and test anxiety. The study concludes that mindfulness-baxsed intervention is an effective and practical strategy for supporting the emotional well-being of Iraqi EFL learners and recommends integrating mindfulness practices into EFL instruction.