Pronunciation issues in L2 arise from a variety of linguistic sources and can be quite complex, interrelated, and subtle. Differences in sound inventories, phonemic relationships among sounds, phonotactic patterns in syllables and words, and prosodic patterns can all wreak havoc on one’s best efforts at acquiring native-like pronunciation, sometimes in tandem. Drawn from the experience of a field linguist who has taught many to articulate sounds in unfamiliar languages (L2 students learning English pronunciation and English speakers learning sounds from the world’s languages) and to analyze phonological patterns, this chapter showcases the strengths of phonetics, phonology, and typology for exceptional L2 pronunciation teaching. Goals, topics, and resources for a linguistically well-grounded teacher training course in L2 pronunciation are proposed. Properly equipped, the teacher of pronunciation can quickly analyze the linguistic source of pronunciation issues as they arise in class, determine linguistically based strategies in response, and provide clear explanations and effective, individualized coaching on-the-ground with actual L2 learners, with results they see and appreciate.