This study investigated the effects of Dynamic Assessment (DA) training on the mediational strategies of experienced teachers of French as a foreign language. Moreover the strategies that mediators used for students at different levels of language experience were investigated. Last the ways in which mediators manifested mediational sensitivity, reciprocity and management was examined. Four mediators underwent DA training that exposed them to the theoretical underpinnings of DA as well as sound DA procedures. To determine the effect of this training, the way in which the mediators conducted their mediation was compared from pre-DA training to post-DA training. Three of these four mediators worked with 12 students of French as a foreign language at different levels of language learning experience. Their interactions were recorded, transcribed and analyzed. The results of this study show that the DA training did indeed have an affect on the way in which mediators conducted their mediation with students. Also there seems to be a difference, however minute, in the way that mediators mediate students possessing different levels of language experience. The implications of this study suggest that mediators would have benefitted from more robust DA training as well as an increased field experience with DA. Second students should also be trained in DA procedures so that they may be able to better participate in the dialogic activity that occurs during mediation. Third more foreign language practitioner focused definitions of DA and cognition, within a Sociocultural Theory framework, are offered. It is believed that more accessible definitions will facilitate DA's use in the foreign language classroom.