The role of grammar in the teaching of foreign languages has been extensivelydiscussed over the years, and nowadays the literature shows a growing acceptanceof grammar as an important part of the communicative approach. However,according to our experience and what can be gleaned from research, student perceivegrammar as difficult, abstract, and boring - which often negatively affects theirmotivation to learn a foreign language.In this context, the question we need to consider is: what is the best way to teachgrammar? The purpose of this research paper is to delve into the attitudes of studentsregarding the inductive and the deductive teaching methods, what aspects of thesemethods favour or hinder their motivation, as well as which is, according to them,the best way to work with grammar in the classroom.The methodology employed was a mini-experiment in which two approaches weretrialled, inductive and deductive, to then measure attitudes by means of a survey(questionnaire), followed by further details via a complementary interview andmeasuring learning effectiveness through exit tickets. Informants were drawn fromtwo groups of Spanish language students (9th grade elective Spanish).The results obtained indicate a clear preference toward the deductive method,although they also hint to most positive outcomes from a combination of bothmethods (inductive and deductive). About the factors that influence motivation,those standing out were the possibility of working in a group as well as theimportance of offering tasks with adequate difficulty levels, as those perceived astoo difficult have negative consequences in terms of motivation