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This study deployed the Foreign Language Reading Anxiety Scale (FLRAS) to investigate the construct of foreign language reading anxiety that was then correlated with three different aspects pertaining to the foreign language classroom: reading comprehension ability, age and gender among distance EFL learners. The research was carried out on a group of 112 students who were all junior or senior students studying English at Mashhad Payame Noor University (Iran's distance education university). The present study attempted to make the concept of foreign language reading anxiety more relevant to educators and teachers. However, additional research on this topic is needed to examine the validity of the current findings in various populations and different environments.