In a unique learning context, language-positive environments outside the classroom, not enclosed instruction on U.S. campuses, education abroad foreign language instructors develop distinct teaching practices. Education abroad researchers have accounted for informal learning opportunities, yet few have attended to onsite language instruction. This article is a novel attempt to build understanding of transatlantic foreign language space with interviews (N = 14) of seasoned instructors (+20 years) of French and Spanish. Both are commonly taught foreign languages, with France and Spain being top education abroad destinations and offering a 'state of the art' view. Focusing on past training (U.S. or EU), innovations, intergenerational challenges, and complexities in assessment, we establish a basis for future research. We find that while U.S. degree-holders are more familiar with U.S. grading, it remains solely an institutional practice. Furthermore, enlisting foreign language instructor input, U.S. institutions may improve training, co-creating pedagogical guidelines with this qualified group.