Instructional settings (English as a second language (ESL) vs English as a foreign language (EFL)) may provide different opportunities for learners’ meaningful language use. This qualitative study was designed to shed more light on this issue. The data included multiple sources collected from a sustained content gastronomy language course taught in an American ESL and a Taiwanese EFL context. Findings revealed that various factors (e.g., themes, environment, and learners) contributed to learners from both contexts meeting course goals. The findings further indicate that it is not the ESL/EFL context but instead using a sustained content language teaching approach that incorporates theme-based instruction and dynamic units that ensure learners are provided opportunities for meaningful and purposeful language use.