In this session, I begin by presenting findings from recent empirical studies and a meta-analysis (Bowles & Torres, in press) that have shown advantages for explicit, over implicit instruction, for heritage learners in a variety of languages. This would seem to run counter to the commonly-made observation that explicit grammar instruction can cause frustration, consternation, and even confusion for heritage learners. However, these two findings are not necessarily contradictory at all; rather, the broad umbrella heading of explicit instruction is being used to refer to very different instructional practices. I unpack the term and provide concrete examples of appropriate and inappropriate techniques to be used in HL classrooms. Toward the end of the session, I will ask participants to join breakout rooms with other instructors of the same HL in order to discuss how they might implement focus on form techniques in their particular context.