While Chap. 4 was devoted to the presentation of the design and methodology of the study, the present chapter focuses on its findings, the discussion and interpretation of these findings, and its potential limitations. As explained in detail in the previous chapter, the study was intended to shed light on the effects of strategies-based instruction (SBI) targeting grammar learning strategies (GLS), an area that has been blatantly neglected by researchers despite its considerable pedagogical potential. Specifically, the research project was undertaken to (1) examine the effects of the pedagogical intervention on the frequency of use of the different categories and subcategories of GLS included in the classification proposed by Pawlak (2013c, 2018b); (2) investigate the effects of the strategy instruction on the mastery of second or foreign language (L2) grammar, operationalized as implicit (automatized) and explicit knowledge of three English grammar structures, that is, modal verbs, conditionals, and stylistic inversion; (3) explore the moderating effects of four individual difference (ID) factors, that is, motivation, L2 grit, curiosity, and enjoyment, as well as self-perceived English proficiency on the contribution of the intervention to GLS use and the mastery of L2 grammar; and (4) gauge the extent to which the participants were engaged in the SBI as well as their perceptions of and response to the activities and tasks it encompassed. As will be recalled from Chap. 4 , multiple data collection tools in the form of questionnaires, tests of implicit (automatized) and explicit knowledge, and post-intervention reports were employed to answer the research questions formulated based on these goals.