This chapter explores the potential of the Meaning-Order Approach to Pedagogical Grammar (MAP Grammar) to enhance situational motivation among lifelong EFL learners in Japan. MAP Grammar, which prioritizes intuitive, meaning-centered sentence construction over traditional rule-based instruction, has been proposed as a learner-friendly alternative to metalanguage-heavy grammar teaching. Building on earlier research by Smithers and Gray (Enhancing the quality of life in lifelong learners: The influence of a meaning-order approach to pedagogical grammar on motivation and self-efficacy. Applied Linguistics Review, 11(1), 2018), this chapter reports the results of a new empirical study involving 61 older adult learners who participated in a 90-minute MAP Grammar lesson. Pre- and post-lesson surveys revealed significant gains in learners’ situational motivation, with a large effect size, and strong positive evaluations of the instructional method itself. These findings suggest that even brief exposure to meaning-order instruction can foster greater learner engagement, cognitive investment, and satisfaction. The chapter situates these results within broader debates on grammar pedagogy, motivation, and lifelong learning, and argues that MAP Grammar offers a compelling model for supporting communicative competence and sustained learner engagement in later-life EFL education.