This paper focuses on teaching varieties of French spoken outside of France, examining how best to introduce American students to French spoken in many francophone communities. Highlighting the notions of functional competence and pedagogical norm as central criteria for developing effective, but realistic, curricula for introducing Quebec French into French language programs, the paper asserts that different situations call for different solutions. Specifically, it shows that while it is feasible, and probably desirable, to make French immersion students in Quebec not only capable of understanding different registers of Quebec French, but also of using them, such an objective is unrealistic and unnecessary in the context of U.S. foreign language classrooms. The paper follows up on Auger & Valdman's (1999) suggestion that U.S. students should be acquainted with Quebec French early on, but only for receptive purposes, proposing the use of popular songs by Quebec artists. It suggests that a carefully selected set of songs, presented in a sequence that considers students' French proficiency, can familiarize students with typical "quebecismes," teach them about the cultural and sociopolitical context in Quebec, and counter the mistaken impression of some students and teachers that Quebec French is a corrupt form of French better kept out of the classroom. (Contains 23 references.) (SM)