This study compares the effects of processing instruction (PI), structured input (SI), and form-related explicit information (FREI) on a primary target form (i.e., third-person Spanish accusative clitics) and on a secondary form (i.e., third-person Spanish dative clitics). Participants included 151 adult learners enrolled in a beginning-level Spanish course. Findings revealed that SI is as effective on the primary target form as PI immediately after treatment; however, the FREI component of PI may play a positive role at the delayed posttest, as exhibited by the fact that the PI group maintained gains, whereas the SI group, although improved from the pretest, did not. Learners exposed to both PI and SI also demonstrated gains on the secondary target form, which suggests a transfer-of-training effect for both interventions. As such, we discuss the theoretical and methodological ramifications of these findings.