In an attempt to address the seesaw in second language education from the strictly grammatical to the strictly communicative, Nassaji and Fotos present a middle ground for the language teacher. The authors present what appears to be a viable alternative to exclusive second language teaching methodologies by considering the research regarding approaches that emphasize communication and that avoid neglecting the valuable place that grammar has in language studies. Basing their conclusions on their research findings as well as empirical evidence they gained from their personal experiences as language teachers, Nassaji and Fotos deftly construct a bridge between the theoretical and the practical. Teaching Grammar in Second Language Classrooms is a much-needed reminder that the successful language learning process cannot be confined to any one particular methodology or approach.