This paper reviews how the construct of oral fluency in a second language (L2) has been defined and researched over the last twenty-five years. The emerging picture is somewhat kaleidoscopic, as domains of cognitive, social, individual and linguistic influences on L2 speech have been opened up for study. L2 fluency research presents a wealth of directions for future exploration, five of which have been laid out here as an achievable, though not comprehensive, agenda for the coming decade. Four of these studies focus on the relationship between variables such as perceived fluency, utterance fluency, idiomaticity, task familiarity, vocabulary size and learner self-reflection, while the fifth focusses on supporting fluency development in the L2 classroom. As an aid to prospective researchers, the five studies are laid out in practical detail, together with suggestions on how these might need to be altered to fit the local context in which the research is undertaken.