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This study arose from the need and the desires of training that the teachers, especially those who teach non-native Portuguese. For us to better understand this phenomena, our investigation has been divided into two stages. Firstly, we conducted an exploratory study at a school in Lisbon’s metropolitan area characterized by having a large number of students from other cultures, in particular the African culture and what we call Escola da Praia. After this stage, we carried a case study at another school in Lisbon’s metropolitan area, Escola do Campo. This community is characterized by being more rural and had in its school population students from West Asia. As a methodology, and alongside the interviews done to members of the school board, teachers and the students that were attending Non-native Portuguese classes, we were present in the classrooms observing the interactions between teachers and the students, and the pedagogical practice. It was referred to us, throughout our intervention, that it was crucial more ongoing training in this context in order to make the integration of foreign students with greater success, and teachers to dissipate their frailties.Regarding the participation of the students, all mentioned the importance that Non-native Portuguese had in the progression of their learning, in the acquisition of Portuguese and in social integration in the educational community. ISSN: 2594-5343 Volume 4, Número 1, p. 36-49 Janeiro/Março, 2020 DOI: As necessidades e desejos de formação contínua dos professores de Português Língua Não Materna 37 Educação, Psicologia e Interfaces, Volume 4, Número 1, p. 36-49, Janeiro/Março, 2020. ISSN: 2594-5343. DOI: