In this essay, I review one of the conclusions in Lindseth (2016) published in "Foreign Language Annals." That conclusion suggests that explicit learning and practice (what she called form-focused instruction) somehow help the development of implicit knowledge (or might even become implicit knowledge). I argue for a different interpretation of the results based on the nature of language as mental representation and the nature of acquisition. I argue that explicit knowledge cannot become implicit knowledge or help its development as characterized by Lindseth. Instead, the results can be interpreted as learners simply getting faster with explicit knowledge.