This study is a quantitative and qualitative investigation of the effects of awareness, or thelack thereof, on 32 adult second or foreign language (L2) learners' subsequent intake andwritten production of targeted Spanish morphological forms. Think-aloud protocol data, gatheredwhile learners completed a problem-solving task (a crossword puzzle) and postexposureassessment tasks (a multiple-choice recognition task and a written production task), were used tomeasure awareness or the lack thereof, and morphological learning was assessed bylearners' performances on the two postexposure tasks. From a theoretical perspective, nodissociation between awareness and further processing of targeted forms was found in this study,the results of which are compatible with the claim that awareness plays a crucial role insubsequent processing of L2 data (e.g., Robinson, 1995; Schmidt, 1990, 1993, 1994, 1995).From a methodological perspective, the data collection procedure clearly underscores the needfor studies that investigate the roles of attention and awareness in second language acquisition(SLA) to gather as much data as possible from different sources that reveal participants'internal processes. By attempting to ascertain what learners really attend to or are aware of, orboth, while exposed to or interacting with L2 data, such information can also address themethodological issue of how representative learners' performances in experimental groupsreally are in studies conducted under an attentional framework in SLA.