Acknowledging the distinction between two types of form-focused instruction (FFI) on grammar, this study investigated learners and teachers' stated beliefs about isolated and integrated FFI. Placed in two major groups (ESL and EFL), 120 teachers and 280 learners were recruited from college-wide Intensive English Programs in Iran and USA. The analysis of quantitative and qualitative data collected from participants' responses to two questionnaires developed and validated by Valeo and Spada (2016) pointed to the existence of both harmony and discord between learners and teachers' views across ESL and EFL contexts. While teachers were mostly in favor of integrated FFI, learners were more interested in isolated FFI. However, their preferences for either of these approaches were not absolute, and both groups acknowledged the complimentary nature of these approaches. Data also showed that each group's preferences could be attributed to individual background factors which shaped their views in their respective specific context. A number of discrepancies were, however, evident between learners' and teachers' perceptions within each context particularly regarding attitudes towards formal grammar instruction. The study also makes recommendations for synthesizing these approaches in various learning environments to enhance grammar awareness in communicative-oriented language instruction.