This study aims to understand how Swedish upper secondary school teachers adapt the teaching for students with speaking anxiety. The questions include which strategies and methods teachers use to help these students, which factors influence students' speaking anxiety, and what teachers believe that students with speaking anxiety need. The results were analyzed through qualitative interviews with teachers. The results show that the teachers use different strategies, but that several of them include common methods. A common strategy is for the students to speak in front of smaller groups and for the teachers to work on creating a sense of security in the classroom. These efforts are considered important to support students' oral presentation and reduce their anxiety about it. By using such strategies, teachers can effectively support students with a desire to speak in the Swedish subject at upper secondary school.