To know a word receptively and productively, second language (L2) learners must have knowledge of a word's "form," "meaning," and "use," including grammatical functions and collocational patterns (Nation, 2001). Frame semantics (Fillmore, 1982) provides a useful model to help L2 learners deepen their lexical knowledge. A functional and construction grammar developed to explain form-function pairings, the model views "frame" as a meaningful linguistic structuring device evoked by sets of related lexical items. These diverse lexical units exist along a continuum, theorized in Construction Grammar, from individual to multi-word to abstract schematic constructions. Building on recent studies that explore frame semantics' potential for L2 vocabulary acquisition (e.g., Atzler, 2011; Boas & Dux, 2013; Boas, Dux, & Ziem, 2016), this study investigated how beginning and intermediate L2 learners of German (N=65) perceive and report interacting with a frame-based dictionary, the German Frame-Semantic Online Lexicon (G-FOL). Discussion centers on the affordances G-FOL offers in learning mulitfaceted aspects of vocabulary knowledge, which textbooks often fail to address (Neary-Sundquist, 2015). The study provides teachers, program directors, and designers of frame-based dictionaries with valuable information about the perceived usefulness of frame semantics for L2 learners across instructional levels.