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There is a growing body of research on English language teachers’ form-focused decision- making. However, less is known about such form-focused decisions at the tertiary level in English for Academic Purposes (EAP) courses (Burgess & Etherington, 2002). This study sought to discover the factors impacting on the grammar-related decisions of four EAP teachers at a large university in an Asian context—a context less investigated at the onset of this study. A qualitative case study methodology was adopted with data collected via videotaped, direct, non-participant classroom observations (including fieldnote taking) and semi-structured stimulated recall interviews (Gass & Mackey, 2000). The observed classroom lessons were videotaped and the interviews were audiotaped, and all were transcribed for analysis. The results of this study suggest that the teacher-participants’ anticipation of their students’ reaction to a focus on language form (grammar) factored heavily into the decisions the teachers made. These anticipations were found to be rooted in several factors: the teachers’ language learning histories (especially when the teacher has a shared background with the students); previous teaching experiences with the course at hand; and most notably, the teachers’ anticipation of their students’ evaluation of their teaching. The possible influence of student evaluations is an area less explored in research in teacherdecision making, but one that was found to be significant in this study, and is an area for further investigation.