The present study evaluates test results of oral and written production for a group of 15-16year-old Swedish L2-learners of Spanish in an instructional setting. The test results are evalu- ated according to the Swedish grade descriptors for the tested level and the descriptors of theCommon European Framework of Reference for Languages (CEFR). It is shown that thesubjects generally perform better in writing than in speaking. This result is valid both withrespect to the Swedish descriptors and the CEFR scale ratings. The results are discussed inrelation to the conditions for learning an L2 in a formal instructional setting with little exposureto the target language outside the school context. A possible dominance of writing-basedactivities in the classroom and a low degree of extramural exposure are suggested aspossible explanatory factors to the results.