This study intended to investigate the construct of attention, which is subsumed under input enhancement. Sharwood Smith (19991, 1993) suggested that, input enhancement is a good way to catch learner's conscious and subconscious attention to linguistic form in order to develop L2 knowledge. Many empirical studies claimed its effectiveness on learning without measuring learner's attention in the research design. Thus, current study intended to investigate (a) whether the participants noticed the enhancement of some key words extracted from the teaching procedures of the Silent Way, {b) whether the noticing of the enhancement affected the participants' performance, and (c) whether the participants used the enhanced key words to help them solve the problem task. Participants were first year college students who enrolled in a teaching methodology class and the experiment took place when the participants were completing a regular chapter quiz. The participants' attention to the enhancement was measured by a questionnaire. The results indicated that (a) the learners did notice the enhancement, (b) this notice of the enhanced key words affected the participants' performance, and (c) the noticing of the enhancement helped the participants somehow, but it did not seem to lead to solve the problem task successfully.