ABSTRACT  As communication has emerged as a goal for second language instruction, the role of grammar in support of communicative goals is being reexamined by the language teaching community. This article describes a classroom-based study to determine the perceptions of language students themselves regarding grammar instruction, specifically as it relates to the writing skill. The first section presents some issues involved in defining a role for grammar study. It is followed by a description of the study, including excerpts from student essays and explanations of classroom lessons used to teach grammar points, using a communicative approach to language instruction. The results of the study, including both qualitative and quantitative data, are then presented, as well as recommendations for future investigations into the topic of grammar study.