The purpose of this article is to consider the development of methods of teaching foreign languages (in particular, Russian as a foreign language) in scientific and educational literature, and to analyze common textbooks and manuals for teaching Russian grammar to Spanish-speaking students. The following research methods are used: theoretical analysis, synthesis, comparison, analysis of scientific and methodological literature for teaching Russian language to Spanish-speaking students. Since the middle of the XX century both general and specific methods of teaching Russian as a foreign language have been published in Russia, gradually replacing one another. Textbooks based on comparative analysis between Russian and foreign languages began to appear, including those aimed at Spanish-speaking students. The article describes the progressive development of such techniques, in particular, the consciously-comparative and the consciously-practical methods. It is stated that innovative teaching methods focused on students’ cognitive activity are very popular in recent years. Some methods of teaching foreign languages, both traditional and innovative ones, imply the possibility of taking into account the students’ native language. The article also analyzes particular features of teaching Russian grammar to foreigners. The author mentions the most difficult Russian grammatical categories to study and the reasons for grammatical mistakes made by students. The article analyzes Russian and foreign reference books and textbooks for Spanish-speaking students and for teachers working with this category of students. In conclusion it is noted that most of the textbooks for Spanish-speaking students do not differentiate between Spanish and Latin American students and rely almost entirely on traditional teaching methods.