This article presents some considerations on the teaching of grammar in Foreign Language Studies at the Universities. After some reflections on grammar as an object of study and its placement within Foreign Language Studies, the focus will be on a number of French and Spanish examples of problems generated by the current approach to grammar in Denmark, and some grammar handbooks which might be relevant as alternatives to the traditional ones will be discussed. As the Danish Language and Culture Network has undertaken to reflect upon the relationship between the three pillars which traditionally support Foreign Language Studies, we have found it natural to discuss the view of language underlying our teaching of grammar, language proficiency and linguistics. Our main topic of discussion1 has been the change of focus in linguistic description from a mainly structuralist view with morphology and syntax as its dominant parameters to a more global description integrating on the one hand semantics and pragmatics and on the other linguistic variation. Variation in itself, and the plurality of themes and topics, can be considered one of the main characteristics of the research object of Foreign Language Studies at the Universities: hence the necessity of questioning the traditional boundaries and discussing the possibilities of collaboration.