Government policy and curriculum–based programmes usually tend to be challenging to implement and sustain on a large scale. This paper examines the implementation and evaluation of the National Curriculum Strategies for Modern Languages–Spanish at the primary level in Jamaica. This project was undertaken from January–April 2012. For this project, surveys and interviews were used to collect data from 98 students and 6 teachers in primary schools across the island. Although the mandate is that Spanish should be taught at all primary schools, the data revealed that less than 8% of the schools sampled actually taught Spanish at the primary level. Both students and teachers demonstrated positive attitudes towards Spanish and overall the teachers were committed to improving their linguistic competence in Spanish and fostering vibrant foreign language environments. The findings also highlighted the lack of coherence between the primary and secondary curricula for Spanish, as well as the literacy problems that make the learning of Spanish challenging at both levels.