Textbooks of Serbian as a foreign language usually depict grammar in a manner customary for Serbian as a mother tongue, which is especially problematic in the case of books aimed at absolute beginners. Certain aspects of grammar acquisition (gender and plurality of nouns, comparative adjectives, present tense construction) rely heavily either on implicit linguistic capabilities of native speakers (for example determining the gender of nouns by adding taj, ta and to) or previously established knowledge of grammar (for example understanding sound changes such as brz + ji = brži). However, in textbooks aimed at learners who are studying Serbian as a foreign language, grammatical rules need to be presented in a distinctive, often even profoundly different, manner than in L1 textbooks. This chapter depicts several examples of different approaches towards certain grammatical rules, which are much more geared towards A1 and A2 level learners. It focuses on the “grammatical minimum” as identified in relevant literature, or in other words, on the most crucial grammatical aspects present in textbooks. The main goal is to identify key guiding principles that need to be followed when teaching grammar at this level. I argue that it is crucial to refrain from using grammatical terms and complex definitions as much as possible, and instead focus on establishing corresponding models, which could aid students in reaching the simple rules on their own. Furthermore, I analyze and introduce exercises which expedite the adoption and implementation of grammatical rules.