The exclusive use of the target language is often considered to be a key element to success in additional language teaching, particularly in French immersion. In Canada, the reality for most students in French immersion is that they do not speak French in the home. School is therefore often the only place where the students have opportunities to use their additional language. This study shows, as well as research has shown that exclusive French use can better aid the students to acquire it. The present study contains my deep reflection, as a teacher and as a person, on my motivation to use English in French classes. An autoethnographic method was used in order to evaluate my own practice. The results have implications for me as a teacher and my practices, for my student’s target language acquisition and have the potential to inform pre-service of French immersion teachers’ education programs in the future. This study demonstrates the possible impact of personal reflection in teaching and underlines ways we can improve, if we are ready.