This study considers the temporal and sequential organization of instructional sequences in driving lessons and analyzes how the participants coordinate their actions with the constantly sifting spatiotemporal contingencies. The study describes the turn-constructional characteristics of driving instructions and examines their temporal, spatial and praxeological consequences. Moreover, it explores the sequential organization of multiple instructions, to disclose a recurrent order, with navigational instructions foregoing car control instructions. This study adds to our comprehension of how mobility both influences and is influenced by language use and social interaction.