The construct of awareness plays a pivotal role in several big debates in the field of second language acquisition. It lies at the heart of discussions about the (im)possibility of learning without awareness, or conversely, whether some degree of awareness is a requirement for learning to take place. In this study, I propose a research agenda to further the interface issue, which addresses how awareness, or knowledge of which you are aware, may impact on second language (L2) learning. I argue progress can be made by assessing the development of learning over time and establishing when awareness emerges, and by making a clear distinction between uninstructed and instructed learning. The present study was designed to investigate if awareness would autonomously emerge in uninstructed learning and whether this was contingent on prior implicit learning. Visual world eye tracking was used to monitor learners on the fly as they were exposed to a fully unknown miniature language with a determiner system marking for distance and animacy. Twenty-six out of 39 participants remained fully unaware of the determiner system and showed no signs of learning throughout the exposure. The remaining 13 participants, however, showed clear signs of changed eye movement behavior prior to and post awareness. Thus, in as far as learning was observed, it coincided with the emergence of awareness.