This study looked at the perception and production of English /iː/-/ɪ/ and /æ/-/ʌ/ by Catalan/Spanish learners of English varying in starting age of FL learning and experience in the FL in a formal learning context. Results showed that neither starting age nor experience had a significant effect on how accurately participants perceived and produced the two vowel contrasts, although a late starting age advantage was observed as suggested by previous research conducted in formal instruction settings.