There are many buzzwords flying about in the field of education that promise to revolutionize teaching and learning. Some of the most exciting and prominent involve the concepts of standards based classrooms (Marzano, 2007) and mastery learning (Guskey, 1996). This research focused on the implementation of a mastery learning/standards-based pedagogical paradigm in an upper level foreign language classroom. Of particular interest was how the underlying tenets of this approach allow for explicit and open communication with students about end goals of the course and the opportunity to re-attempt assessments. This action research attempted to determine if this method would influence student self-efficacy and motivation. Results showed that students had improved ownership of the course and higher achievement. Teacher survey data demonstrated a favorable perception. Conclusions can be made that this is a promising framework to use in foreign language classroom to help students as they move towards fluency.