The maze task is a psycholinguistic experimental procedure that measures real-time incremental sentence processing. The task has recently been tested as a language learning tool with promising results. Therefore, the present study examines the merits of a contextualized version of this task: the story maze. The findings are consistent with previous research results (Enkin & Forster, 2014), and highlight the merits of using the contextualized maze version for language (Spanish) learning. Specifically, a story maze training-test paradigm revealed that learners trained on structures differing from their native language (English) showed little difference in reaction times between similar-to-English and different-from-English structures as compared to learners who were trained on structures similar to English, thus showing that the story maze task may help students learn constructions that may pose processing difficulty. Quantitative and qualitative survey data further showed that learners found the task highly engaging, thereby emphasizing its promising usefulness.