Few studies have examined the effects of the five types of recasts categorized by Lyster (1998a) and Doughty and Valera (1998), the isolated declarative, the incorporated declarative, the isolated interrogative, the incorporated interrogative, and the corrective recasts. Similarly, more research is needed to explore English as a Foreign Language (EFL) students’ noticing of the five types of recasts and how it affects their learning of implicit and explicit knowledge. This research investigated these types of recasts, involving a total of sixty EFL learners in college. Participants were randomly assigned to the five experimental groups and the control group. Data collection comprised a pre-test, the supplication of the five types of recasts on students’ errors on the past unreal conditional, a noticing log, stimulated recall interviews, a post-test, and a delayed posttest. The learning of types of language knowledge was measured via an oral production task and an untimed grammaticality judgment test. Results of qualitative data illustrate that students most frequently notice incorporated declarative and corrective recasts. The findings of the oral production task are partially related to the types of recasts students noticed more frequently and show a short-term effect of the incorporated declarative and incorporated interrogative recasts on the development of implicit knowledge. Nevertheless, the results of the untimed grammaticality judgment test show no significant difference regarding the learning of the explicit knowledge. EFL learners’ noticing, therefore, of different types of recasts positively affected their learning of implicit knowledge regarding the target language structure.