Visually monitoring the surrounding traffic is key to safe driving. This article examines howtrainee drivers (TDs) enrolled in a Swedish driving school practice checking the blind spot,i.e., the lateral field behind the car not covered by its mirrors. Using multimodal conversationanalysis to examine a collection of blind spot checks (BSCs) drawn from an extended longitudinalcorpus of video recorded driving sessions, we identify how visually oriented instructionsare adapted to TD's driving skills as well as to local traffic demands. The findingsshow that although the BSC instructions are routinely embedded in a systematic “mirrorroutine”, numerous contingencies may force instructors to scale down the visual instructionsto only include the BSC. Furthermore, it was found in line with previous studies that instructionswere fewer and less detailed as the TD's driving progressed, to the point where theinstructions were altogether withheld. In this mode of training, that we term “unassisteddriving”, instructors would reorient their focus to noticing and correcting TD's problematicdriving behaviour, drawing in different ways on their joint interactional experience of previoussessions. The findings contribute to the literature on instructions in mobile settings aswell as to more general discussions of learning as a members' concern in situated interaction.