In Canada, the federally funded Language Instruction for Newcomers to Canada (LINC) program follows a task-based language teaching (TBLT) approach using the Canadian Language Benchmarks (CLB). Aligned with other communicative language approaches, TBLT de-emphasizes systematic instruction of the morpho-syntactic elements of language. Although TBLT does not exclude focus on form from the teaching cycle, the emphasis on tasks may leave instructors with the sense that there is no place for explicit grammar instruction within TBLT. Service-providing organizations (SPOs) also play a role in the interpretation of TBLT and may be limited in the training opportunities they can give instructors to meaningfully integrate grammar instruction into their classrooms. Furthermore, the 2012 CLB document that guides instruction and assessment in LINC also provides only limited support to instructors in selecting appropriate grammatical items for their level. Reporting from a sizable LINC program, this article argues that SPOs and the Centre for Canadian Language Benchmarks need to update the view of task-based teaching to be in line with current developments in TBLT and to provide clarity on which grammatical items are appropriate for each level. A Grammatical Knowledge Graphic is introduced as a possible resource for instructors.