Previous research has shown a link between speaking fluently and using multiword expressions. However, evidence on how to effectively teach multiword expressions is limited. This study investigates the effect of fluency-oriented classroom teaching on speaking fluency, with special attention to multiword expressions. In this quasi-experimental study, a sequence of activities believed to foster fluency was implemented for 6 weeks in the classroom. The activity sequence was based on Wood's (2009) fluency workshop report. The students' gains in speaking fluency as well as their cued recall of multiword expressions were compared with a control group. Results show significant gains under the experimental condition for cued recall of multiword expressions (N = 73), but speaking fluency and the number of multiword expressions used in speech (n = 23) did not increase significantly when compared with the control group. The data also lend further support to the thesis that speaking fluency and use of multiword expressions are positively correlated. Learner feedback on the activities revealed "shadowing" to be one of the most favoured activities.