While a significant amount of literature has been published on the theoretical and empirical basis of task-based language teaching (TBLT) as an educational framework for teaching second and foreign languages, few studies have described entire task-based programs. This chapter reports on a case study in which we describe the inception, design, implementation and evaluation of a task-based, Spanish foreign language program at Qingdao University in China. The program is the result of an international partnership between an American university and a Chinese university, whereby Chinese students receive a dual degree in Spanish as a foreign language. A detailed needs analysis was conducted and informed the design of the program, which includes the application process, tasks, and several community-based initiatives. We also report on how we do teacher-training and professional development collaboration, our challenges, and how we have worked to overcome those challenges. All in all, teacher and student satisfaction, student job placement, and community engagement indicate that the program is meeting students’ real-world needs for Spanish and is serving the Qingdao community. We conclude by discussing implications for implementing a fully task-based program in China, the nation’s first university-level TBLT program for Spanish foreign language learning and teaching.
