This paper explores strategies used by teachers of English in Spain to compensate for learning limitations associated with student age. As part of a qualitative study of multiple cases, twenty teachers from different vocational programs volunteered to participate in semi-structured interviews. The interviews revealed the difficulties that older Spanish adult students experience in learning English in age-diverse classrooms. The findings specifically indicate that older adult learners face numerous obstacles in oral comprehension and language production because of the translation and grammatical methodologies with which they were educated. A further obstacle is their younger classmates' linguistic superiority. Special attention is paid to the methodologies used by teachers of age-diverse groups, including material specificity, real-life practice, repetition and systematization, skill-oriented tasks, and collaborative or cooperative learning.