Both linguists and specialists in foreign language teaching agree that the phraseology represents one of the areas of the language that has greater difficulties when we refer to the foreign language teaching – learning process. The presence of phraseological units (UFs) in the colloquial language, in literature or in any formal or informal context - in short, their omnipresence in speech – implies that the speaker is capable of making a selection among the different UFs. It also implies that he knows about the meaning, the type of message, the effect on the receiver, etc. The speaker, in this particular case, the Romanian student who is studying Spanish as a foreign language, uses UFs, generally, for expressive needs (Sciutto, 2005), as well as for its connotative and emotive value (Buzea, 2012; Buzea y Dumbrăvescu, 2018). In order to use them in a proper way, the speaker needs to achieve a transcultural communicative level (García Benito, 2009) in terms of achieving a high level of cultural competence (both native and foreign language culture). In addition, the speaker would have to overcome not only stereotypes but also social and cultural prejudices. In this paper, we intend to analyze a series of transparent UFs in Romanian and Spanish that can provide the student a better approach to the two mentioned cultures.