With the internationalization of academic institutions and professional organizations, social mobility phenomena are particularly dynamic. But as language teachers, how could we prepare young adults and adults for mobility? This research aims to search for the articulation axis between the mobility projects of French as a Foreign Language learners and their language teaching needs. By studying the mobility and the language learning experiences of qualified Colombian social actors, we were able to chart a research path full of deep questioning, bifurcation and different epistemological choices. Based on language didactics studies, this research analyzes the language learners’ needs by emphasizing on subjective elements. We must say that our research approach of the analysis of language learners’ needs appears to be different from classical approaches used to develop this kind of research subjects. The choice of prioritizing a qualitative methodological approach through individual interviews was guided by our interest in the notion of project proposed by Jean-Pierre Boutinet (1990, 2012), specifically his anthropological approach to project. These methodological and epistemological choices allowed us to explore different approaches for the analysis of our research corpus (“CorpusEntretiens”, “CorpusData”, “CorpusDidactique”). As a result of these analyses, different teaching engineering actions were displayed: the use of conversational stories produced by Colombian social actors participating in our interviews as pedagogical resources for the classroom and the application of a teaching approach based on “Data-driven learning” (DDL) for teaching French as a foreign language.