Whether we like grammar or find it boring and difficult, we need it if we want to learn a second or foreign language. However, there are many contradictory theories of how to learn and teach grammar. In an upper-secondary school in a Swedish town a teacher of English wished to innovate the way he worked with grammar, and so he initiated a grammar project in which he let the students spend one class period a week writing essays. The teacher corrected the essays with a focus on grammatical accuracy and gave individual feedback to the students on formal errors but not on content. The main aim of this paper was to find out if this method of working with grammar helped students improve their grammatical accuracy in writing. It also aimed to learn if the students liked working with grammar in this way, if they felt that they learnt grammar by using this method, and if they thought that working with the grammar project improved their overall skills in English. For these reasons, I decided to investigate students’ essays for grammatical errors. I also handed out a questionnaire to the students who worked with the grammar project. The results of the essay investigation express a tendency that there is some improvement in the students’ grammatical accuracy in writing. Yet, due to the instability of the results, I must conclude that working with the grammar project has not significantly helped the students improve their grammatical accuracy in writing. By contrast, the results of the questionnaire clearly show that the students believed that they had improved their grammatical accuracy in writing and their overall performance in English by working with the grammar project. Furthermore, the students liked the grammar project and they wished to continue working with it. Nyckelord: Foreign language teaching, L2 teaching, teaching methods, focus on form, grammar in students’ writing.