Motivated by a series of interconnected studies on simultaneous attention to form and meaning, we revisit L2 learners' real-time processing of text by using eye-tracking as an unobtrusive method to provide concurrent data on attention allocation. Seventy-five L2 Spanish learners were instructed to attend to an assigned form in a reading passage and to press a button when they noticed it. After reading the passage, the learners answered 10 multiple-choice comprehension questions. The participants' responses to the comprehension questions and their reading behaviors reflected in eye-movement data suggest that attention to grammatical form may hinder L2 learners' simultaneous attention to form and meaning. However, individual differences in global text processing contributed to the differences in the participants' text-comprehension scores over and above the task instruction to attend to form: Slower L2 readers who read the passage more carefully showed better text comprehension.