This article points out the changes in organization, students and language learning that language trips, as contrasted with educational trips (of which language trips are a subgroup) have gone through in the last years. The article emphasizes the need to differentiate between language trips and language tourism based on issues of additional activities, emphasis on language and expected outcomes in order to show that although both types of language experiences have significant differences in language gains, both can be interesting for the travel agents and course organizers alike. The article begins by positioning the importance of language tourism in the world and the addresses its importance in the British economy to support the need to pay special attention to its study. Afterwards, the article will study the difference between language travel and language tourism and a tentative approach of both approaches' effect in language learning. Finally, the paper concludes that despite their similarities language trips and language tourism are aimed to different types of students and that although the language benefits of language tourism can be expected to be lower, these trips can be very for younger students. This paper can also bring some light towards the kind of customers that each type can attract, thus it can be useful for travel companies and agencies alike that need to suggest trips to their potential customers. (Contains 2 footnotes and 5 diagrams.)