The focus of the present study is to examine the communication strategies used by learners and teachers in the foreign language classroom. The data is from introductory Spanish classrooms at the university level. The author analyzed the data for instances of communications strategies according to taxonomy developed for ESL studies. Important differences emerged between ESL and FL strategy use, many of which are attributable to the fact that ESL learners do not share a common first language (L1) as FL learners most often do. Communication strategies, by definition, occur only when there is meaning to be conveyed. Meaningful communication, therefore, is a prerequisite for their use. Avoidance and borrowing strategies circumvent target language use, and therefore, do not demonstrate strategic competence. The data from the present study illustrate the importance of conducting classes exclusively in the target language (L2) and creating opportunities for meaningful communication for developing strategic competence.