Teaching anxiety is one of the psychological challenges frequently experienced by prospective English teachers during their teaching practicum, particularly when teaching writing, which requires mastery of various linguistic and pedagogical aspects. This study aims to explore (1) how prospective English teachers experience teaching anxiety when teaching writing during their teaching practicum and (2) how they overcome their teaching anxiety. This research employed a qualitative method using a narrative inquiry approach. The participants were three prospective English teachers from the English Education Department who had experience teaching writing during their teaching practicum at junior high school, vocational high school, and senior high school levels. The data were collected through semi-structured interviews and Language Learning Histories (LLHs). To ensure the trustworthiness of the findings, methodological triangulation was applied. The collected data were analyzed using thematic analysis. The findings revealed that the participants experienced teaching anxiety in four major aspects: behavioural, cognitive, affective, and physical. These forms of anxiety emerged across the teaching of writing components, including content, organization, vocabulary, mechanics, and grammar. The study also found that the participants employed several strategies to overcome their teaching anxiety, including thorough lesson preparation, frequent teaching practice, self-regulation, collaboration with mentors and peers, and reframing teaching as a collaborative learning process with students. These strategies helped them manage anxiety while improving their confidence and teaching effectiveness. This study contributes to a deeper understanding of prospective English teachers’ teaching anxiety in writing instruction and provides practical insights for teacher education programs to better prepare prospective teachers to cope with teaching anxiety during their teaching practicum.