This study aimed to find whether meditation can be effective in terms of anxiety and vocabulary learning in a foreign language learning context. To test this, an experimental pre-test and post-test study was designed. 61 students (14 male-47 female) from the English Language Teaching Department of a state university in Turkey were assigned into control and experiment groups to study a group of words in English. Before the experiment phase, an anxiety test (State-Trait Anxiety Inventory) and vocabulary test were administered to both groups as pre-tests to determine their level of anxiety and knowledge of words in the beginning. During the experiment phase, both groups were taught a group of target words by using the same teaching and learning materials for 2 hours in 2 weeks, but only the experiment group did meditation sessions before the experiment phase. After the experiment phase, the same anxiety and vocabulary tests were administered as post-tests and "t-test" was employed to compare the results. The post-test results showed that meditation led to a statistically significant difference in the anxiety and learning levels between two groups. Discussion of the results as well as implications for future research is presented. [This paper was published in: "Journal of Language and Literature Education" n15 p134-148 2015.]