This qualitative case study examines a language support initiative designed to help non-native prospective teachers of French as a second language (FSL) succeed at an oral proficiency interview (OPI). The language support sessions reproduced conditions of language use like those of the OPI, while providing form-focused instruction. Participants, divided into three groups according to their level of oral proficiency and enrolled in an intensive educational program, attended weekly one-hour sessions during three blocks of university courses of eight weeks each. At the end of each of the three blocks, participants conducted a collective learning review with the facilitator to reflect on their progress in terms of oral proficiency, as well as on the factors that had contributed to or hindered their language development. Interview scores at the beginning, middle and end of the education program were also analyzed and compared. Results indicate that participants move from one level of language proficiency to another higher on the oral proficiency scale. Participants attribute these gains to form-focused instruction and the integration of oral proficiency interviewing into language support sessions.