This case study examines the potential differences in the performance level of oral presentations between a student’s L1 and L2 and how teachers can best help to improve students’ ability to perform in the two languages. The aim of this essay is to provide teachers with a mapped diagnostic of differences in the support that students require in the stages of working with oral presentations. The collected data are based on a questionnaire distributed to 32 students and qualitative semi-structured interviews with four volunteering students from the researched classes. The results indicate that students generally perceive a higher difficulty level of preparing and performing an oral presentation in their L2 as compared to their L1 for all stages of the work process. The interviewed teacher did not acknowledge this discrepancy between languages, nor did she recognise the students’ varying experiences regarding difficulty between the different stages. Both students and the teacher recognise the initial step of the work process as demanding of teacher guidance, however, the divergence is present concerning the other stages. All things considered, it was concluded that teacher and student perceptions of the perceived difficulty and support needs differ and therefore adequate teaching cannot be applied under these conditions.