The present study compared the performance of two groups of second language learners processing three linguistic structures in Spanish. The linguistic targets were passives, object pronouns in O[subscript pro]VS sentences, and gender-cued null subjects in subordinate clauses. The primary differences between the two groups were language experience and an instructional treatment. The group with greater language experience was enrolled in the last course of their Spanish major, the other group in the middle of their major coursework. The group with less language experience received Processing Instruction on passives. The scores of the greater language experience group were compared to the pretest and then posttest scores of the Processing Instruction group. Results demonstrated that greater language experience gave learners an advantage in processing the linguistic targets when compared to the Processing Instruction group's pretest scores. Comparisons between the greater language experience group's scores with the Processing Instruction group's posttest scores showed that Processing Instruction provided a superior effect on passives, an equalizing effect on null subjects, and a non-effect on object pronouns. Experience counted more with object pronouns.