As a teacher of Bowling Green State University's English 3810, Grammar and Writing, the author is charged with teaching future language arts teachers how to teach grammar so that it actually helps their students become better writers and communicators. Because such teaching rejects the ineffective but time-honored drill-it-and-kill-it approach, in which students are bombarded with decontextualized grammar lessons and worksheets, the author's effort to expose his students to new teaching techniques and philosophies is simultaneously an effort to get them to forget much of what they thought they knew about grammar instruction. This pragmatic approach to grammar instruction means that he tries to convince his students to teach grammar from both a descriptive and rhetorical stance. Using William Carlos Williams's "The Red Wheelbarrow," the author demonstrates how reading a poem for grammatical features, such as adjectives, adjectivals, adverbs, and adverbials, can help students develop a richer understanding of how language works to evoke mood, setting, and more. (Contains 1 figure and 2 notes.)