This inquiry explores the effect of typographic enhancement on L2 learners’ intake of multiword units from reading. EFL learners read texts in one of three versions: (1) with many multiword units underlined; (2) with half of these multiword units underlined; and (3) without any underlining. The learners were thereafter demanded to distinguish the multiword units they recollected meeting in the texts. The aim of the text version in which solely half of the target units were underscored was to examine whether enhancement of a small number of word strings in a text also stimulates intake of others from that text. As awaited, enhanced multiword units were remembered better than unenhanced ones, but there was no evidence that the benefit extended beyond the enhanced items.