This qualitative case study examined communication strategies and interactional resources that junior and senior high school Spanish teachers use more often in their oral activities in central Pennsylvania public schools. A mismatch in students' knowledge and use of Spanish motivated the investigation. Twelve Spanish teachers were the purposely selected sample. A pilot study and a demographic survey were done before interviewing teachers online. The first data collection phase included surveys, online interviews, field notes, memos, and a reflective journal. The second phase comprised interview transcription, member checking, coding, and document review. Data analysis included triangulation, cross-case analysis, typology, and thematic analysis. The findings showed that comprehension check, asking for repetition, and guessing were the most often communication strategies used in oral activities. Boundaries, turn-taking, and sequences were the most often used interactional resources. This study's outcomes have implications for teachers, students, and language education policymakers. Changes in the curriculum, syllabus, and lesson plans are necessary to improve Spanish teachers' knowledge of communication strategies and interactional resources to help students develop their strategic and interactional competence in Spanish. [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.]