This study designed and piloted a task-based pedagogical unit for fourth semester Spanish language learners based on their previously identified language needs. The unit includes tasks situated in the Spanish business and medical realm. Findings demonstrate that the outcomes generally match task objectives in terms of content accuracy, and students perceived the tasks as highly relevant to their Spanish needs. The results also shed light on evidence of learner engagement with principals of TBLT, specifically tasks signaled gaps in language ability, served as a vehicle for real-world, functional language use and were a medium for incorporating authentic samples of language into classroom instruction.