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Linguistically gifted and talented students often do not receive appropriate instruction in the classroom. Little research has been conducted about how teachers of Advanced Placement and International Baccalaureate courses provide instruction to students who demonstrate advanced proficiency in a second language. The purpose of this multiple case study was to explore how teachers of these courses provided instruction for students who demonstrate advanced proficiency in Spanish. The conceptual framework was based on Krashen's second language acquisition theory and Gardner's multiple intelligences theory. Participants included 2 teachers from 2 high schools in 1 county in a western state. Data were collected from individual teacher interviews, reflective journals, and documents such as course standards and course descriptions. Single case analysis involved coding and category construction, using the constant comparative method for interview and journal data, and a content analysis for documents. Cross case analysis involved an examination of all data sources and cases to determine themes and discrepant data. A key finding was that, in addition to course rigor, teachers used a variety of instructional strategies, such as flexible grouping, choice, higher order thinking skills, and formative assessments to meet the needs of all students, including advanced proficiency students. Recommendations are to improve the identification of linguistically gifted and talented students and to provide professional development in differentiated instruction. This study contributes to positive social change by providing educators with a deeper understanding that students who are proficient in languages will be invaluable in building a strong global community.