File and Adams (2010) conclude that their data confirm the superiority of form-focused vocabulary instruction over incidental acquisition. The authors of this response argue that File and Adams's data actually confirm the reality, robustness, and possible superiority of incidental acquisition. Their subjects heard two passages read to them that contained target words that were set in bold and were explained either before or during the course of the reading. There were also target words in each passage that were not explained or set in bold, as a test of incidental acquisition. The gains in word knowledge were indeed greater for the taught words, but the gains for the incidental words were impressive, despite the fact that the conditions for acquisition were far from ideal. In addition, incidental learning might have been more efficient: There was more time devoted to the taught words. (Contains 1 table, 1 figure, and 1 footnote.)