A generative approach to language acquisition is no different from any other in assuming that target language input is crucial for language acquisition. This discussion note addresses the place of input in generative second language acquisition (SLA) research and the perception in the wider field of SLA research that generative SLA "ignores" the input. This impression may have arisen because generative SLA researchers have tended not to systematically study quantitative distribution of input properties, nor qualitative properties of the input available to learners. We argue that precisely these sorts of studies would be at least beneficial, if not indispensable, to the development of a comprehensive (generative) theory of SLA. Furthermore, a welcome side-effect of more systematic engagement with input would be potential for greater accessibility for generative SLA in the wider field of second language (L2) studies.