Classroom second language instruction can be characterized as one of the following: focus-on-formS, focus-on-meaning, or focus-on-form. The book titled "Focus on Form in Classroom Second Language Acquisition" (Doughty & Williams, 1998) argues for the desirability of focus-on-form over focus-on-formS and focus-on-meaning, discussing the efficacy and ways of implementing focus-on-form. This paper reviews the book, focusing specifically on what linguistic features to focus on, how explicit instruction should be, and when instruction on a particular item should be given. The review shows that while the contributors hold different views on each issue, they all agree that it makes little sense to leave L2 learners, particularly adults, to discover form-function relationships and the complexities of a new linguistic system solely on their own account. (Contains 3 footnotes.)