There are two major approaches for teaching grammar: Focus on FormS and Focus on Form. Focus on Forms entails drawing learners’ attention to grammatical forms by presenting the learners with grammar rules. In contrast, Focus on Form, which can be incidental or planned, involves drawing attention to the grammatical forms during communicative-based activities. Incidental Focus on Form is when the teacher addresses grammatical forms when errors occur in learners’ communication, whereas planned Focus on Form is when the teacher creates a communicative-based task which elicits the use of a specific grammatical form by the learners. However, The Swedish National Agency for Education, Skolverket, does not provide guidelines regarding how grammar instruction should be conducted in the English syllabus, thereby leaving it open for teachers to be guided by research. Therefore, the aim of this paper is to examine what empirical research has suggested concerning the extent Focus on FormS and planned Focus on Form used in conjunction with communicative-based tasks can be beneficial for learners’ grammar acquisition. It was found that the majority of research suggests that both methods were effective. However, planned Focus on Form used in tandem with communicative tasks had a greater effect on the learners’ grammar acquisition than Focus on FormS did. Although both methods were found to be effective, Focus on Form may be favorable in the Swedish context due to communication being one of the main goals of English learning according to Skolverket.