The purpose of this study was to investigate changes in Japanese learners’ English anxiety after taking 15-week class in which difficult materials were used. Previous studies have revealed the sources of foreign listening anxiety (e.g., Kim, 2000; Vogely, 1998); however, only few experimental studies have been made in particular from problem-focused (Lazarus & Folkman, 1984) approach. The participants of this study were 25 university students, who were weak in English. A pre/post-design questionnaire survey was conducted, using the revised version of foreign language listening anxiety scale (Yamauchi, 2014). The result showed that the anxiety caused by difficulties of the materials and listeners’ bottom-up processing was significantly lowered, and gave further discussion for approach to lower other types of anxiety. The overall results suggested that teaching materials, which learners had taken as a source of anxiety, also could be a tool to moderate anxiety.