A number of years ago, I traveled abroad and became one of the thousands of students who leave their home every year to experience the world and, more specifically, to learn another language. I noticed then in myself and my peers what I have observed since in my students: an excitement and drive to mix with native speakers that vacillated regularly with a complete avoidance of speaking, at times for no apparent reason. Teachers and students have long believed in the powers of study abroad for second language education. The extensive authentic interaction with native speakers (NSs) that in-country living can provide cannot be duplicated in the classroom. As a result, students around the world spend millions of dollars annually on the study-abroad experience, and still billions more are invested in the development of self-directed language-learning programs, such as distance learning, individualized instructional programs, computer-assisted programs, and independent, unstructured travel. These learning experiences all have two things in common: each is designed to enhance and expedite the foreign language learning process, and each is primarily learner-directed. As efficient means of language education, these programs are designed to maximize communicative language-use opportunities in a culturally authentic (or approximately authentic) environment. As learner-directed programs, however, they typically lack the constant guidance and influence of a language professional and require great student initiative in spontaneous language use for communication.