This study examined high-leverage teaching practices (HLTPs) in foreign language instruction. Specifically, this study sought to identify teaching practices that Arabic as a foreign language (AFL) learners and instructors think could enhance learners' oral communicative competence. It attempted to answer the following questions: (1) What are the views of AFL learners on teaching practices that they perceive as the high-leverage ones in developing oral communicative competence? (2) What are the views of AFL instructors on teaching practices that they perceive as the high-leverage ones in developing oral communicative competence? (3) In what ways do the views of AFL learners on high-leverage teaching practices differ or align with the views of their instructors? and (4) What additional teaching practices do AFL learners suggest including in classes to enhance oral communicative competence? To answer these questions, a multi-case qualitative study was conducted among six AFL learners and two AFL instructors in a foreign language program at a university in a midwestern state in the United States. Data was collected by conducting semi-structured interviews, observing classes, and gathering documents. A thematic analysis approach was adopted to analyze the data. The findings were discussed through the lenses of sociocultural theory, constructivism theory, cognitive theory, and the communicative competence construct. The study identified a list of nine HLTPs deemed effective by AFL learners and instructors, including role-playing, leading discussions, grouping students, question-asking, incorporating authentic encounters, giving presentations, communicating explicit instruction, providing feedback, and teaching cultural products and events. These findings align with previous studies in other disciplines, and they contribute to a theoretical framework for practice-based teacher education. This study advocates for teaching practices that incorporate more authentic language encounters and underscores the significance of creating a stress-free language instruction environment and supportive scaffolding. The study suggests avenues for further inquiry, including conducting a broader survey study with a larger participant pool to capture foreign language learners' views on HLTPs and investigating the integration of culture in FL classes. It also lays the groundwork for future research to address identified gaps and contributes to a more comprehensive understanding of HLTPs in foreign language education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]