The chapter focuses on psycholinguistic perspectives of temporal evaluations of fluency, based on skill development, usually comparing L2 fluency to smooth, automatic processes used by native speakers in conceptualising, formulating and articulating speech. We aruge this deficit model of L2 speech is limited, and needs to move to a more dynamic bilingual contextualised view of fluency. We evaluate Segalowitz’s multicomponent model of cognitive fluency, utterance fluency and perceptions of fluency, and current analyses of utterance fluency, in terms of speech rate, breakdown and disfluency, noting how speed, silence and repair may be rated as both negative and positive aspects of fluency. We emphasise the interdependence of individual speech processes across both L1 and L2, the relationship between fluency and different linguistic domains (particularly vocabulary and the role of formulaic sequences or multiword expressions). The chapter also discusses individual differences and psycho-social factors, such as working memory, personality traits, willingness to engage in interaction or not. Also noted are more interactional context-based views of fluency, fluency strategies and perceptions of fluency.