The critical shortage of foreign language teachers in the United States is well documented, and it was recently reported by ACTFL (2017) to be the worst on record. Exacerbating this shortage is declining enrollment in foreign language teacher training programs that serve as a pipeline to the profession. Even more troublesome, in response to declining enrollment, many programs that prepare the next generation of foreign language teachers are being closed (Garcia, Moser, & Davis-Wiley, 2019). To help address the inadequate supply of qualified foreign language teachers in the United States and to maintain program viability, faculty in the Cato College of Education at the University of North Carolina at Charlotte (UNC Charlotte) embarked upon a multi-year initiative to increase enrollment in a graduate program for aspiring foreign language teachers. In this article, they share some of the recruitment strategies they employed and the success they experienced in the endeavor.