This study explores subtitling as a didactic tool in foreign-language education (FLE) in Switzerland. Subtitling tasks have been shown to foster intercultural and mediation skills, enhance language awareness, and increase motivation. These effects are particularly relevant in multilingual Switzerland, where compulsory FLE in national languages remains contested. Data were collected from students at an upper-secondary school in German-speaking Switzerland to explore two main questions: (a) do students find subtitling tasks engaging in FLE in a second national language? and (b) what challenges do such tasks raise? The findings provide preliminary evidence that didactic subtitling may be effectively introduced at the secondary level in this context, extending research that has largely focused on tertiary education. Follow-up studies should investigate the perspectives of stakeholders other than learners, especially teachers, as well as the potential of other types of didactic audiovisual translation, such as dubbing, at the lower-secondary and primary levels.