The replacement of nous by on, frequent in modern French usage, is still not fully recognized in FSL teaching at Canadian universities. In order to better understand and help reduce this gap between usage and pedagogy, we begin with a synthesis of the relevant research, after a historical review of the evolution of the two pronouns. Then an analysis of the way the first person plural is presented in classroom textbooks is given, leading to a re-examination of our teaching practices in that area. The discussion is finally extended to other aspects of “regular” French, which are better accepted in common speech than in the formal variety described by prescriptive grammarians.