This article discusses the perilous legitimacy and professional vulnerability of the foreign-born Spanish instructor in the U.S. First, it examines the academic goals of language and in particular Spanish departments regarding the development of language proficiency, the study of cultural values of the Spanish-speaking world, and the place of broad principles of humanistic inquiry and critical thinking skills in language teaching. Next, it considers the general approach to culture and Latin American politics in Spanish textbooks to then highlight the implications of discussing highly sensitive political issues in Spanish classes, namely U.S.-Latin American relations, which may compromise the legitimacy of foreign-born Spanish instructors. Finally, drawing from experience and outcomes, I propose a framework that could make discussing U.S.-Latin American relations possible between foreign-born Spanish instructors and students while upholding the academic goals outlined above in order to foster learners' critical awareness of political developments so essential to the understanding of modern Latin America.