Stephen Krashen's theories can appear "seductive" to teachers of languages, in that they identify a seemingly clear way forward for language acquisition in the classroom. However, reification of Krashen's theories, in particular the notion of attaining "i+1" through comprehensible input, is demonstrated to be problematic. Based on empirical data drawn from an exploratory small-scale study in the north of England, this paper shows how an attempt at "acquisition" that is planned and adapted from principles of "i+1" evolves into structured "learning" in a format probably anathema to Stephen Krashen. It is concluded that Krashen's theories seem plausible but prove to be flawed and incoherent when applied in the "real" languages classroom. (Contains 4 figures and 1 table.)