This experimental study explores the impact of textual enhancement on English language learners’ noticing of and grammatical awareness of expressing future plans and intentions. The study was conducted over five weeks with a pre-test, immediate post-test and delayed post-test research design with the participation of 97 tertiary level students in Bangladesh. The results reveal that exposure to textually enhanced input facilitates the development of metalinguistic knowledge of the ‘be going to’ construction, as well as the learners’ controlled use of the construction ‘will’ for expressing future plans and intentions. Input enhancement alone, however, was not effective in helping the participants to gain a full understanding of the complexities of form to function mappings with regard to targeted future meanings.