This paper presents empirical results from an analysis of English and German conversational fillers produced by bilinguals. They reveal that even accomplished bilinguals do not display an overall native-like realization of conversational fillers in their second language (L2). Along with the findings of L2 studies showing that the comprehension and production of L2 fillers can be problematic, the aforementioned results lead the author to recommend the teaching of conversational fillers as useful and much-needed communicative strategies. Finally, suggestions are made for the teaching of conversational fillers to L2 learners of German or English as a foreign/second language.