This study explores perceptions of explicit and implicit grammar instruction among in-service teachers and their students in upper-secondary schools in Sweden. This is a vital topic given continuous discussions over optimal language teaching methods. A mixed methods research approach was adopted, incorporating qualitative semi-structured interviews with six in-service teachers in Sweden and a quantitative questionnaire administered to their students. Findings revealed that some teachers preferred implicit grammar instruction combined with Focus on Meaning (FoM) approach, emphasizing natural language acquisition through communicative tasks. Moreover, some teachers also favored explicit, Form-Focused Instruction (FFI), citing its structured approach, time efficiency, and suitability for mixed-ability classrooms. The remaining teachers preferred a mix of implicit and explicit grammar instruction, highlighting its flexibility in addressing diverse learner needs and its effectiveness in balancing grammatical accuracy with communicative fluency. Similarly, students expressed a preference for a blend of methods, appreciating explicit instruction for clarity and engaging implicit activities for contextual practice. These findings show the importance of combining both explicit and implicit grammar instruction to cater to varied learning preferences and optimize language proficiency outcomes. Future research should further examine the combination of both methods since limited quantitative studies have been conducted on this topic.