The purpose of this work has been to investigate whether the students' third language Finnish influences the later learned third language Swedish during speech production and whether the students use any metacognitive strategies to handle this. This was examined from both the student's and the educator's perspective. The empirical material has been collected using interviews with two university educators and two university students. The results shows that the influence from the Finnish language on speech production is experienced by both students and educators in slightly different areas and to different extents. The students use metacognitive strategies to varying extents. The educators cannot see to any greater extent that metacognitive strategies would be used.