In a context where teaching grammar is no longer an end in itself while teaching foreign languages, teaching the subjunctive to Romanian students and the Romanian subjunctive to French-speaking students is truly a challenge. As heirs to Latin, both moods have similarities and differences that either serve as support for learning or that, on the contrary, makes any didactic approach difficult to apply. The purpose of this work is to identify these similarities and differences and to note some difficulties that both student populations must overcome, in order to finally propose didactic strategies to overcome problems and improve the learning of both moods.