This study examines the perspectives of learners and teachers in the field of second language acquisition (SLA) regarding explicit and implicit grammar instruction. Customized questionnaires consisting of 18 items were distributed among 10 teachers and twenty-nine students at INTO Colorado State University. Participants were also asked to select a preferred grammar instruction method and provide a brief explanation of their choice. T-test analysis revealed no significant difference between students and teachers' perspectives on implicit and explicit grammar instruction. Descriptive statistics showed that, concerning explicit grammar instruction, students ranked 'memorizing grammar rules' and 'awareness of what is being taught' as their preferred method of learning grammar points. Teachers also considered 'awareness' an important factor. However, teachers rated 'memorization' as the least effective teaching method and favored 'providing students with information about grammar rules' as an integral part of explicit grammar instruction. Since both groups emphasized the importance of 'focusing on meaning and communication' and 'awareness of grammar structures', this study suggests incorporating pedagogical activities focusing on these two notions for teachers at INTO Colorado State University.
