The present paper studies how didactic and teaching strategies can promote pleasure in students after a series of class sessions. It focuses on the teaching of English and Spanish as a foreign language in the French university system. The term pleasure is studied as students’ satisfaction regarding the teaching and the strategies planned by the teacher, and not their academic success.Our initial hypothesis is that an in-depth preparation of activities and teaching and didactic resources, in accordance with the stages of learning, helps to promote pleasure in students, regardless of the language or content of the class.This paper is organized in three parts. The first part presents a review of research on the role and place of affect in foreign language teaching and learning. The second part identifies the tasks the teacher and student have to accomplish at the different stages of teaching and learning that we have identified. Each stage is illustrated with didactic strategies derived from our experience as teachers. The third and final part presents the results of a questionnaire that was applied to three groups of English and Spanish learners. These results confirm our initial hypothesis.