Following Atkinson’s (2002) proposal for what a sociocognitive approach to instructed second language acquisition (ISLA) should focus on to consider L2 learners not merely as an input receptacle but as members of their social context, this chapter contrasts the levels of critical language awareness (CLA) between L2-Spanish learners enrolled in Tier-I and II courses. It is a first attempt at eliciting data from L2 learners about CLA in the larger context of L2 advancedness. We have seen that some awareness begins to emerge after taking content courses, but our results only show trends. Future studies should continue this line of research in two ways: 1) by gathering multi-site data of current Spanish curricula to gauge what the state of our advanced students is in regard to CLA and general identity as L2 learners and L2 speakers; and 2) by following up the first set of data collection with a redesign of their Spanish programs, marking that as the starting point of a longitudinal study that could chronicle changes in both students’ CLA levels and in the construction of their identities as L2 learners.