This chapter explores the challenges in teaching and learning Spanish pronunciation from an instructor training perspective and provides suggestions. With an increased focus on teaching pronunciation, there exists a call for adequate teacher training in this area. The authors examine existing literature about different aspects affecting teachers’ attitudes, beliefs, and practices toward teaching Spanish pronunciation. Examples are drawn from countries with a long tradition of Spanish studies, such as the United States and the United Kingdom, and from countries where the study of Spanish is more recent, such as Australia and Asian countries. The final part of the chapter, including the Appendix, is devoted to suggestions about resource development, student awareness-raising, the integration of pronunciation at all levels, and ways teachers can reflect on their experiences and continue to learn.