1st, 2nd, 3rd, and 4th-year US college German L2 learners' reports on grammatical forms viewed as arduous, unreachable, and unfit for self-expression are debated. Do learners and researchers use distinct definitions albeit they both esp. deal with case and verb placement/nominal morphology; does perception hold attitudinal elements; and what acquiring and attitudinal courses are marked by abrupt (dis)similitudes (e.g. 1st-2nd year contrasts vs. 1st-4th year resemblances)