As indicated by Carroll, this paper has explored the impact of input on the spoken French proficiency of older Ontario bilinguals. The paper has explored the learning of invariant and variable aspects of French grammar. It centers here on the learning of variation, since it is an under-researched topic not included by Carroll. The paper explores adolescent speakers of Ontario French from French-medium schools (e.g., Mougeon & Beniak, 1991), same-age immersion students (e.g., Mougeon, Nadasdi & Rehner, 2010) and advanced learners from a bilingual university (e.g., Mougeon & Rehner, 2015). Two key dimensions of input are teacher classroom speech and frequency of usage of French in the community for the Franco-Ontarian students and amount of extra-curricular interactions with Francophones for the FSL students. Having gathered corpora from these student groups, the paper compared the output of learners with mainly classroom-based input with that of learners with wider ranging (extra-) curricular input. The availability of teacher in-class recordings for these learner groups has been pivotal in distinguishing additional factors affecting these students’ output.