The acquisition of foreign language and translation skills exposes learners to tasks and pressures that the literature defines as anxiety-provoking. But whilst a large number of studies have investigated the impact of second language anxiety on the classroom performance of foreign language learners, few empirical studies have been conducted to examine the problems derived from second language anxiety in translator training contexts. To fill this important gap, this study investigates the impact of second language writing anxiety in a Chinese-to-English translation class. Drawing on the data provided by a sample of 50 translation major students in a Hong Kong university, the analysis shows that there are significant correlations between second language writing anxiety, translation performance, and language ability (real and perceived). A number of factors provoking second language writing anxiety in the translation class are identified. Among these, the fear of being evaluated and the general apprehension of writing in English have been found to contribute significantly to predicting success in translation learning. The findings suggest that, in a translation class, it is important for teachers to be aware of anxiety-provoking practices, help learners reduce anxiety levels, and encourage student translators to form correct and positive self-perceptions about their language abilities.