World Language (WL) instruction in the U.S. can no longer be aimed toward a monolingual English speaker acquiring a second language (L2). Secondary students who take WL courses may speak a variety of languages, bringing their home language and culture into the classroom. Spanish is the second most commonly spoken language in the U.S. and many Hispanic students are enrolled in Georgia public schools, where this research study took place. However, it is presently unknown to what degree WL teachers are equipped to teach a third language (L3) to students who are bilingual or Heritage speakers of Spanish. The authors attempted to uncover secondary-level French teachers' preparation and training with this unique population of learners. A survey was administered to 100 Georgia French teachers and follow-up interviews were conducted with 10 survey respondents. Data were analyzed qualitatively and the results indicated that French teachers do not receive sufficient training on L3 instruction as pre-service teachers nor do they have adequate professional development opportunities as in-service teachers to learn research-based strategies for teaching French as an L3 to Spanish-speaking students.