Pronunciation instruction has been the focus of relatively few studies compared to grammar and vocabulary instruction (Saito, 2015), and generally, studies involving pronunciation instruction have had English as the participants’ first or target language (Lee, Jang, & Plonsky, 2015). Thus, we set out to investigate pronunciation instruction and to extend the scope of study to other languages in an exploratory study based on a quasi-experimental design with 64 French-speaking participants learning German as a foreign language. We focused on five consonant sounds considered challenging for French speakers, which were targeted during five short explicit teaching sequences given to two experimental groups. Participants’ results in perception and production tasks before and after the experimental sequences show that the suggested teaching, although of short duration (total time: 65 minutes), led experimental groups to show significant gains.