Research on implicit learning using the artificial grammar learning (AGL) paradigm has traditionally relied on tasks that promote active engagement, such as memorization, repetition, or rule discovery during the exposure phase. This study examined whether limited exposure, devoid of active engagement tasks, enables participants to distinguish between grammatical and ungrammatical sequences in both simple and complex artificial grammars. Participants performed above chance on the grammaticality task across both conditions but appeared to rely on explicit strategies to a greater degree than reported in previous AGL studies. These findings highlight the critical role of exposure conditions and suggest that exposure to letter strings without active engagement may not sufficiently restrict learning to implicit processes.