The purpose of the present study was to compare the effects of input flooding and input elaboration on the learning of non-congruent collocations by Iranian English as a foreign language (EFL) learners. The participants of the study included 60 EFL learners at the intermediate level of language proficiency who were divided into two equal groups. They received the instruction of non-congruent collocations based on input elaboration and input flooding methods and their knowledge of non-congruent collocations was measured before and after the instruction. The results of paired samples t-tests run on the pretest and posttest scores of each group showed that input flooding and input elaboration had both significantly affected the learning of non-congruent collocations by the participants. However, the results of ANCOVA run on the pretest and posttest scores of non-congruent collocations test indicated that there was no significant difference between the two groups receiving input elaboration and input flooding in terms of their knowledge of non-congruent collocations after the treatment. This led to the conclusion that input flooding and input elaborations are two effective methods for teaching non-congruent collocations to Iranian EFL learners.