Transparency in teaching and learning (TILT) methods have been shown to be an effective intervention for student retention, particularly for minority, low-income, and first-generation college students. TILT methodologies are purported to yield positive outcomes regardless of course subjects and course modalities, but there has been little research on specific disciplines and the online format. This study analyzed transparent teaching in what is traditionally considered one of the most difficult subjects in higher education, i.e., foreign language. Drop, withdraw, and fail rates nationally attest to the challenges that foreign language students face. Taking courses online can also contribute to lower rates of student success. Given these considerations, this project focused on employing TILT practices in online college Spanish. This study compared groups of online Spanish students (N = 110) enrolled at a regional campus in sections of Elementary Spanish I and Second Year Spanish I. The students were divided into control and transparent teaching (TT) test groups. The TT groups took newly created versions of the courses designed with TILT methodology. The control groups completed the older version of the course without TILT interventions. Both groups completed post course surveys to assess the effects of transparent teaching. Results indicated that students who took the transparent teaching version of online Spanish had increased awareness of employer valued skills, an expected outcome of TILTing the course.