The roles of grammar in the teaching of English as a foreign language (EFL) have long been discussed. This study explored viewpoints of five categories of local stakeholders regarding the roles of grammar in the Thai EFL context. Questionnaires were administered to two groups of Thai university students, and focus-group and semi-structured interviews were conducted with three other groups of both English lecturers and students, all of whom were in the academic context. This five-pronged method of data collection was intended to triangulate data sources. The study found that, contrary to popular belief, the majority of the participants agreed that grammar played a key role in the Thai EFL setting, especially the academic context. Most of the participants held positive views toward grammar instruction. Once grammar was taught with clear objectives, namely to take the TOEFL test or to understand academic English reading, the participants found it useful. However, caution must be made in discussing the concept of grammar. On the one hand, grammar is often misconstrued as a hindrance to communication effectiveness; on the other hand, contextualized grammar with clear instructional objectives plays a pivotal role in developing English proficiency.