Advanced oral proficiency is an integral part of language teacher education and has been for decades. To date, little research exists that investigates practicing K-12 nonnative language teachers' target language (TL) maintenance habits. This study presents the results of a research study that investigated the TL proficiency maintenance practices outside the classroom and the current oral proficiency rating of 104 language teachers in Oklahoma and Utah. Data were collected by means of a questionnaire and an official ACTFL OPIc. Results indicate that the majority of current language teachers have either maintained or improved their level of TL proficiency from when they started teaching and that all teacher participants consciously use their TL outside of the classroom. These results have implications for language teacher preparation programs, district and state language supervisors, ACTFL, and CAEP.