Given the raised graduation requirement of the proficiency Enhancement Program (PEP) to attain proficiency levels of "2+," "2+," and "2," the importance of target language use has been highly emphasized across language schools at Defense Language Institute Foreign Language Center (DLIFLC). This article discusses some of the challenges associated with the current trend towards exclusively using target languages and provides pedagogical suggestions on how to maximize quality as well as quantity of target language use at different stages of foreign language courses at DLIFLC. Taking Krashen's input hypothesis as a theoretical framework, this article addresses the value of tailored target language input to benefit students. (Contains 1 table and 21 notes.)