256 primary school teachers from the bilingual Spanish-English teaching project Autonomous Region of Madrid, Spain, were recruited to complete an online survey regarding what impact the use of external international speaking and listening assessments has had on their students and their learning, and how they as teachers use speaking and listening exam materials as a learning tool in the classroom. By utilising best practice in the design and execution of the survey, and by analysing the data using descriptive and inferential statistics, it was found that a large majority of teachers believe that the use of the external oral exams has improved learning outcomes, particularly with regard to their students� confidence and skills in spoken communication. Correlating areas of improvement in the students� English skills were identified. The teachers also reported that they used the exam materials for a wide range of purposes. A factor analysis of the teachers� responses revealed that there were five purposes, only two of them related directly to exam training, the other three related to other areas of English teaching, skills development, monitoring and evaluation. These five purposes are presented here as an activity and support planning framework for the bilingual classroom. The impact data and activity and support planning framework should be of interest to teachers, education professionals and publishers, and to those responsible for teacher support and education policy decisions.