In Language acquisition, immersion is defined as a technique where learners are submersed in an environment where they are expected to communicate in a target language and encounter the target language in authentic ways. Immersion often starts in the classroom but can extend to the local community and beyond. Language immersion is often misunderstood by teachers and students alike. Immersion is realized when the learner’s social and language objectives meet. Many attempt to create a “synthetic” immersion environment where student can communicate using the target language and ignore the fact that student motivation is key to maintaining it. In other words, a natural immersion is both a language and social pledge. It is realized when students express a genuine interest in participating in the local community, make a commitment to provide an added-value, and are provided with the tools to do so. Learners’ engagement in the community must have a meaningful purpose and clear expectations. To realize such an engagement, the learners environment must be nurtured to include other learners, coordinators, and society at large. Immersion is about building a mutually beneficial relationship between the learner and the community. Using tools such as role playing and project-based learning, learners expectations transition from passive participation to an active engagement. Such expectations are normal in all societies but are often ignored in a traditional language classroom. On the other hand, there persists a misperception that immersion requires merely that a learner is given opportunities to communicate in the target language and in topics relative to the target culture with no regard to the learner’s own personal interests and goals. As a result, the acquired language abilities become permanently tied to the situation that they were presented with in the classroom and often fail to transfer to their personal and professional lives. Teacher training is key to a successful immersion program. Teachers who value and respect their learners’ social engagements use some of their class time and office hours to encourage, support, and prepare students for their out of class activities. On the other hand, teachers who follow a more traditional approach, tend to classify out of class activities as optional or secondary and instead assess learner progress solely on in-class performance. Creating and maintaining a language immersion environment is key to a successful study abroad program. This paper examines the natural immersion approach, its implementation, and the challenges of its implementation.