Globalization and new technologies mean that additional-language students now have unprecedented access to naturalistic interactions with native or highly competent speakers (HCSs). Even though a majority of students would still prefer to have teacher guidance in these interactions, only some teachers may want or be able to do so. This community-based qualitative study sought to identify what influenced teachers' decisions to facilitate, and not to facilitate, interactions between students and HCSs as part of their teaching practices. A total of 22 additional language teachers in six different junior colleges in Quebec were interviewed. They discussed a variety of activities involving HCSs, such as language internships, cultural outings, service projects, tutoring programs, and teacher-led study abroad. The results of a complementary qualitative analysis indicated that teachers chose to integrate interactions with HCSs into their classroom practices based on the positive learning outcomes they observe in their students, their own personal experiences as language learners, and their values as educators. However, the participants found that many teachers do not engage in such practices due to a lack of training, logistical concerns, and contextual factors such as student anxiety, unsupportive school cultures, and the pressures to meet externally mandated objectives. The findings suggest that there is a need to systematically integrate student interactions with HCSs into the curriculum, to redefine objectives in order to target deeper learning, to develop institutional support for teachers, and to shift to a broader understanding of the role of language teachers as facilitators of personal growth and international citizenship.