Recent publications from the British education inspector, Ofsted, and the British Council have shown a very gradual but stable growth in the number of secondary schools teaching Spanish and students choosing Spanish for their official examinations. Nevertheless, despite the increasing interest for Spanish at secondary level, French remains the predominant language in primary schools in England, which means that most year 6 students transitioning from primary to secondary school will have already studied French before starting year 7, regardless of the language taught in their chosen secondary school. Based on the data that has been published from institutions mentioned above, we can argue that most British schools are teaching French first and Spanish second. As a PhD researcher, I am interested in how the order in which French and Spanish are studied affects the learner and whether a previous knowledge of French can help students who are starting to learn Spanish. I am studying two groups of native English speakers learning Spanish at the University of Edinburgh. Firstly, those who are studying Spanish as their only foreign language and, secondly, those who had previously learnt French and are now simultaneously learning both French and Spanish. I want to know how previously acquired languages, both English and French, can affect the new foreign language being learnt, and if this helps or hinders learning Spanish. The main interest of this study focuses on cross-linguistic transfers and how previously acquired languages such as the student’s mother tongue and their second foreign language can influence their learning process of a third language. French and Spanish are the two chosen languages for this investigation as they are the two most studied foreign languages, other than English, in the EU (Eurostat & EFTA, 09/2020) and the UK (British Council) and it goes in line with the purpose of this research, which is to serve as a reflection of today’s academic setting within British schools and universities where “French is the most commonly taught language as L2” and “the most popular language as L3 is Spanish” (Scottish Government’s survey on the ‘1+2 policy’). Additionally, this study strongly supports the sequence order of French L2 and Spanish L3 as it has been shown that the typological similarity between these two romance languages can significantly boost students’ progress in the learning of Spanish as an L3 thanks to positive grammatical transfer from French L2 into Spanish L3. This increasingly popular language combination could show that learners of French and Spanish have a more rewarding experience and make more progress in their language learning process compared to students of other language combinations (e.g., German-Spanish or Mandarin-Spanish). My hypothesis for the reason behind this is that similarities in grammar and vocabulary between French and Spanish are more likely to help foster learning compared to other language combinations like those mentioned above. In my particular research study, I will be looking at how the participants learn the subjunctive mood and the past tense.