This article is aimed at giving a brief overview of several factors and learning models that are likely to be under the consideration of each educator in the process of Spanish language acquisition by their Russian-speaking students. Among vast variety of models, such as Acquisition and Learning model, Input model, Interactive model, Output model, Competitive and Connectionalism, and others that have recently been emphasized by scholars, we are highlighting those that are worth applying in the Russian-speaking audience. Though we are aware that no each model is all-sufficient and the process of teaching has to be viewed as a combination of approaches addressing advantages and disadvantages of the latter, we are confident that considering of lexical and comtextual, and grammar factors within explicit and implicit, and monitoring models in Spanish language acquisition in interactive mode has been proved to be beneficial to the ultimate goal of learning.