This study investigated Japanese students' perceptions of grammar instruction in the United States. Subjects were six university students in an intensive English course focusing on reading and writing, but also including grammar instruction, and using communicative and interactive approaches. Data were drawn from two student questionnaires, administered in Japanese, and classroom observation. Results indicate that students are most interested in learning communicative English, and do not consider grammar to be the primary goal of learning English. When grammar was taught, the students took advantage of it to practice their communicative proficiency. Implications for language instruction are drawn. The two questionnaires are appended. Contains 11 references. (MSE)