This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in College French classrooms. Forty-seven second-semester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasiexperimental within-subjects design featuring pre- and posttests and eight immediate posttreatment quizzes assessed the long- and short-term gains in grammatical knowledge for each condition. Results indicated a significant difference between participants' mean immediate test scores favoring the guided inductive approach. Findings of this study also indicated a strong trend in favor of guided induction on the long-term learning of grammatical structures. The results of this study support using a guided inductive instructional approach to teach grammar in the beginning-level foreign language classroom.