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The purpose of this study was to investigate the college students’ English grammar ability and their perceptions of learning English grammar. The participants in this study consisted of 134 college students. A grammar test, and a questionnaire concerning their perceptions and a brain dominance questionnaire were administered. The brain dominance questionnaire categorized the participants into three groups: left-brain dominance (LBD), right-brain dominance (RBD) and whole-brain use (WBU). The main findings are summarized as follows: First, there was a statistically significant difference between left-brain dominant group and right-brain dominant group in English grammar ability. The left-brain group has a higher English grammar ability than the right-brain group.; and second, there was a statistically significant difference among the three groups in degrees of grammar-related anxiety. The right-brain group has the highest grammar anxiety among the groups. The findings suggest that alternative grammar instructions for right-brain dominant students should be developed in order to lower their anxiety and improve their English grammar ability. (Inha University)