In this presentation I will address a number of interrelated notions in line with the theme of the panel. First, I will revisit the construct of ‘advancedness’ and what is meant by advanced language proficiency in college level language instruction. I will take a critical look at how the construct is defined in second language teaching and learning as a key initial stage in conceptualizing, planning, and executing a language curriculum. Next, I will raise the question of how feasible it is to develop advanced-level capacities in additional languages through an overview of research in both foreign and second language learning contexts, and the particular case of Persian as a foreign language in the US. I will next focus on developing pragmatic competence as a key consideration in advanced level instruction, and how different contexts of language use, registers, and domain areas can motivate the development of pragmatic competence among other features of advanced level proficiency. The quality and quantity of time on-task both inside and outside the classroom will also be highlighted as a major consideration in curricular planning for advanced level instruction. This will be elaborated through specific examples of some of the designed interventions in the Persian Flagship program at the University of Maryland that create variety, intensity, and independent learning opportunities for advanced learners.