This paper reports on a study that was carried out to determine learners' attitudes to learning grammar through the use of two types of consciousness-raising tasks. A deductive task provided explicit explanations of a grammar structure, while an inductive task required learners to discover the grammar rules for themselves. The study investigated learners' preferences relating to deductive and inductive tasks, and aimed to provide a learner perspective of the effectiveness of such tasks. The results indicated that learners viewed both task types to be useful, and there was no obvious preference for one task type over the other.