This paper discusses the evaluation of the teaching and learning and Spanish in non-traditional and traditional secondary schools across Jamaica, and focusses on determining the contexts, inputs, processes and product of the implementation of the Spanish curriculum in select secondary schools. The research utilised a mixed-method approach, and employed questionnaires, interviews and classroom observations. Main findings of the research revealed that there are major differences between non-traditional and traditional schools regarding the implementation of the Spanish language curriculum, a Cinderella complex associated with the teaching and learning of Spanish, a paucity of language teaching resources and a dearth in the quantity and quality of professional development and training. Implications of the research point to four major needs; a) for an official Modern language policy, b) to uplift the status of Spanish across the curriculum, c) for resource inputs for Spanish language teachers and d) for more (quantity) and focussed (quality) professional training for foreign language teachers.