Learners who lack the perception of specific sounds or pronunciation can attain a measure of inability to participate in meaningful communication due to their difficulties in understanding and being understood. This article presents lesson plans that provide a framework for addressing the needs of learners as they move from perceiving sounds to producing them, first in isolated words and then in utterances of increased length. Learners who have not had an opportunity to improve their pronunciation skills may be reluctant to speak with native speakers of Spanish, thus reducing the number of interactions they have that may give them opportunities to hear authentic Spanish pronunciation. Providing such learners with practice activities may encourage them to interact with native speakers, thus creating a cycle of listening, understanding, and producing that may increase their accuracy in pronunciation.