This chapter summarises the implementation strategies of other CARICOM member states in enhancing Spanish at the primary level. Regardless of the title assigned, whether second language or first foreign language, Spanish is an essential language in these Anglophone countries. The teaching of primary-level Spanish is at different stages of implementation in each Caribbean country. The author argues that the greater the priority given to Spanish as a foreign language—from the echelons of government to school communities—the more extensive and far-reaching the implementation of a Spanish programme at the primary level will be. Access to information was facilitated through interviews with Ministry of Education officials and secondary sources. Each country is discussed separately, followed by a comparative analysis. Where the Mandate was not operationalised, officials spoke of ongoing plans. Findings indicate that, although the circumstances of each country varied, the strategies employed showed similarities among countries that implemented the Mandate.