To highlight the significant implications of L2 fluency research for language teaching, this chapter is dedicated to four aspects of L2 teaching practice: L2 policy documents, L2 textbooks, classroom practice and teacher cognition. This chapter aims to provide an analysis of how fluency is represented in each of these four aspects, and in what ways fluency research can help practitioners in these areas with everyday practices. After presenting a background to the role of fluency in L2 pedagogy, examples of L2 policy documents, e.g. the UK curriculum for teaching Modern Foreign Languages will be evaluated. We then provide a summary of research examining fluency in L2 textbooks, and discuss teaching activities that are reported as central to promoting fluency in the L2 classroom. Teacher understanding of fluency and the impact it has on promoting fluency in the language classroom will also be discussed.