This article compares spoken discourse models in Spanish as a second language textbooks and online language learning resources with naturally occurring conversations. Telephone service encounters are analyzed from the point of view of three different dimensions of authenticity: linguistic, sociolinguistic, and psycholinguistic. An analysis of 20 scripted dialogs and 20 genuine NS-NS/NS-NNS conversations reveals differences in length, sequence structure, linguistic complexity, and interactional modifications. It is argued that the typical focus in language teaching and learning materials on grammatical features comes at the expense of simplification of conversational features essential for the psycholinguistic authenticity of the materials.