Context: This research examines the teaching of grammar in context within secondary schools in Ivory Coast, focusing on a diverse educational setting that includes both novice and experienced teachers. The study addresses the challenges of effectively teaching grammar, motivated by observations of decontextualized grammar instruction. Aims: The primary aim is to enhance teachers' skills in contextualizing language points during grammar lessons, thereby improving the effectiveness of grammar teaching. Methods: The study employs questionnaires, interviews, and classroom observations involving 27 teachers and 280 students to explore teaching practices and preferences regarding grammar instruction methods. Findings: The research finds that a significant portion of teachers attempt to contextualize grammar through self-created situations, but often revert to rule explanation. Students and teachers exhibit a preference for rule explanations, indicating a partial understanding of contextualization among teachers. The study identifies a gap in the utilization of diverse resources for contextualizing grammar, such as texts, songs, and games. Implications: The findings suggest a need for professional development focusing on diverse strategies for contextualizing grammar, whereby a variety of resources and interactive methods can be incorporated into grammar instruction to foster a more engaging and effective learning environment, potentially enhancing students' understanding of grammar and its use in real-life communication.