Foreign Language Classroom Anxiety Scale (FLCAS) has been extensively used as a tool for the measurement of anxiety induced by foreign language learning. Numerous studies employed the scale in different contexts including different native languages, age groups, and national or international samples of varying sizes. FLCAS has also been a topic of interest in studies that investigated its psychometric characteristics, with varying results reported over the years regarding dimensionality, construct validity, and differential item functioning. The inconsistent results in the literature has recently directed efforts towards either developing a new scale or forming a short form to be utilized in language anxiety research. This study aims at contributing to the latter line of research through a psychometric evaluation of the short form of the scale (S-FLCAS), as used by Dewaele and MacIntyre (2014), through the implementation of its Turkish translation in a sample of university students in Turkey. S-FLCAS, which is formed by eight items from the original 33-item scale, was evaluated based on validity and reliability analyses. The results of this study lend support to the efficacious use of S-FLCAS in future studies as a psychometrically valid and reliable tool to measure anxiety caused by foreign language learning