Mastery of speaking skills in a second language (L2) necessitates not only having the full command of the linguistic repertoire but also the knowledge of tactfulness in the target language. Being a tactful communicator requires the use of strategies such as conversational gambits in everyday speech. Gambits are usually multiple linguistic units which convey certain messages such as opening a conversation or keeping it flow smoothly. Such semi-fixed expressions can also be used to highlight several aspects of spoken discourse and to gain time for effective communication. L2 speakers may resort to opening gambits to present or add a new idea to the topic of conversation. Linking gambits can be used to change the subject or connect ideas. Responding gambits signal a response regarding a specific issue. Research investigating the use of conversational gambits is limited to analyses of gambit use in discussions and debates in instructed L2 settings. Although these gambits can be viewed as discourse glues, their use in academic presentations is an understudied area. This study aims at describing and comparing the type and the frequency of conversational gambits used in the audio-recorded academic presentations of pre-and in-service foreign language teachers, within Keller and Warner’s framework (2002). The findings suggest that in-service language teachers’ use of these three categories of conversational gambits are evenly distributed; however, the pre-service foreign language teachers rely on opening gambits more often than the other gambit types. These foreign language teacher candidates refrain from using responding gambits, which are important in pursuing an academic discussion and directing further follow up questions on the topic. The study offers implications for teacher trainers and curriculum developers in developing the speaking skills of pre-service foreign language teachers.