This article reports on some of the findings of the Foreign Language Teaching Survey (FLTS), which targeted foreign language teachers in secondary schools in Trinidad and Tobago. It provides a first look at the ensemble of professional and academic backgrounds of respondent teachers and speaks to the present FL classroom and the entities and issues that feed into it as the teacher sees it. The survey constitutes an attempt to construct an empirical picture of the institutionalized foreign language situation in Trinidad and Tobago as well as capture the teacher’s perspective.