This study examined the perceived and assessed speaking proficiency levels of 10 in-service Spanish teachers, their use of Spanish in and outside of work, and factors that motivate or hinder the maintenance or development of their proficiency. It also compared their current proficiency levels with their proficiency levels before completion of their undergraduate program. Data were gathered through semistructured interviews and Oral Proficiency Interview--Computer scores. Results show that three teachers had improved from Advanced Low to Advanced Mid since graduation, six maintained their Advanced Low proficiency, and one decreased to Intermediate High. Most were accurate in their predictions of their current proficiency levels. All have some contact with Spanish outside of the classroom, but they vary considerably in the frequency and types of activities in which they are engaged. The relationship between participants' proficiency levels and use of Spanish is discussed, along with implications for teacher education and professional development.