Although much research has examined the link between ethnic identity and heritage language (HL) , and language anxiety has been extensively studied in the context of foreign language learning, these two strands have remained essentially separate. This paper presents a study of the correlation between ethnic identity and HL anxiety, with the aim of demonstrating a conceptual link between identity and anxiety in HL learning. This study also investigates ethnic group differences, fi rst between learners with Mandarin background and those with Cantonese background, and then between fi rst and second-generation HL learners. Drawing on data from 114 Chinese as HL learners, the results showed signifi cant negative correlation between the strength of ethnic identity and HL learners’ reading and writing anxiety. The study also found signifi cant differences between learners with different dialect backgrounds: learners with Cantonese background displayed a stronger sense of ethnic identity, as well as higher speaking and listening anxiety, whereas learners with Mandarin background experienced higher reading and writing anxiety. In terms of generational differences, the study found that the first and second generations had similar level of ethnic identity. However, the second generation showed a much higher desire to explore the meaning of being Chinese and to participate in ethnic cultural practices. Taking together, the paper discusses the implications to HL education and concludes with suggestions for future research.