This study used eye tracking to explore the relationship between second-language recasts, noticing, and learning during computer-mediated communication. Learners' eye fixations were used as a measure of noticing. We examined the relationship between occurrence, number, and duration of fixations and posttest success and between the nature of the recasts and fixation duration. Intermediate learners of Spanish and German (N= 16) engaged in chat conferences with their instructor, taking posttests one week later. Results showed a relationship between noticing of lexical and grammatical form and posttest success. Suggestive effects were found for fixation number and posttest success and for number of targets in complex recasts and fixation duration. Eye tracking can be a useful tool for exploring attention to form.