The current study aimed to investigate foreign language teaching apprehension (hereafter FLTA) among Egyptian prospective teachers of English and its effect on their pedagogical choices; i.e., how FLTA affects their choice of the instructional activities they prefer to use in teaching. The participants of the study were ninety-three EFL prospective teachers (forty-nine juniors and forty-four seniors) at Benha Faculty of Education. The participants had to complete a battery that included ELTA scale and instructional activities questionnaires. Data were collected and statistically processed. The results indicated that the study participants experienced before, during, and after their teaching practice which considerably affected their teaching performance. The study concluded that there were various sources of ELTA; among which were teachers’ personality, perceptions of low-level language proficiency, fear of negative evaluation, and teaching inexperience. The feeling of ELTA they experienced had its effect on their choice of instructional activities they had to use during teaching, which might affect FL classroom instruction in general. The study recommended that EFL teacher preparation programs and those for in-service teachers should include topics to raise awareness of FLTA and strategies to help them allay it or cope with it. The study proposed that there was a need to carry out future research studies for ways to eliminate or cope with FLTA of prospective teachers prior to the start of their teaching career .
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