Recent research demonstrates that second language learning can affect first language speech production. This has been shown for proficient long-term second language learners in immigration settings (Flege, 1987) as well as novice learners in the study abroad setting (Chang, 2013). The question addressed in the present study is whether learners acquiring a second language in a classroom setting in the first language-dominant environment are also subject to L1 phonetic drift. A group of American students enrolled in intermediate-level Russian language courses at a major Mid-Western university were recorded reading a list of Russian and English words designed to investigate the acoustic realization if word-initial and word-final stop voicing. Several acoustic correlates of initial and final voicing were measured (VOT, onset f0, preceding vowel duration, glottal pulsing, etc.) and compared to data from monolingual speakers of American English from the same geographic region. Results demonstrate that learners’ realization of both initial and final voicing in English are affected by exposure to Russian. In the majority of measures, the drift occurred in the direction of norms characteristic of Russian voicing. Divergence from Russian was detected in the use of negative VOT for initial voiced stops.