This selective review of the second language acquisition and applied linguistics research literature on grammar learning and teaching falls into three categories: where research has had little impact (the non-interface position), modest impact (form-focused instruction), and where it potentially can have a large impact (reconceiving grammar). Overall, I argue that not much second language acquisition or applied linguistics research on grammar has made its way into the classroom. At the conclusion of the discussion of each of the three categories, I speculate on why this is so. I also find misguided the notion that research should be applied to teaching in an unmediated manner. This is not to say that research should have no impact on pedagogy. In concluding, I offer some ways that I believe it could and should.