This study examines the efficacy of tasks for development of comprehensibility in second language (L2) Spanish. Tasks—defined as language-teaching activities during which learners negotiate for meaning to achieve a nonlinguistic outcome (e.g., Ellis, 2009)—have been shown to encourage development of L2 grammar and lexis. Recently, scholars have investigated the role of tasks in promoting L2 pronunciation development (see Gurzynski-Weiss, Long, & Solon, 2017), and this small body of work has focused on segmental and suprasegmental aspects of L2s. In response to the call for more research on perceptions of L2 intelligibility and comprehensibility—constructs believed to be crucial for effective communication (Derwing & Munro, 2009; Munro & Derwing, 2015)—this study combines developments in the fields of task-based language teaching (TBLT) and L2 pronunciation, respectively, to explore the potential for tasks to facilitate development of L2 Spanish comprehensibility. Three tasks will be presented for their potential to facilitate comprehensibility of Spanish spoken by first- and second-year adult classroom learners. Each task targets a specific feature known to negatively impact comprehensibility of native English-speaking learners’ spoken Spanish (McBride, 2015)—specifically, vowels, word reduction, and fluency. Each task has been designed such that, in pairs, learners must attend to the target pronunciation feature to complete the task. After brief demonstration of each task, ratings of comprehensibility of learners’ spoken Spanish collected from native and near-native listeners of Spanish (all of whom report familiarity with spoken learner Spanish) will be presented, and practical strategies for classroom implementation will be suggested.