The input provided by three textbooks for Spanish as a second language is analyzed with regard to progressive and pronominal verb forms and compared with naturally occurring input as represented by a corpus of oral texts. It is found that progressive verb forms are overrepresented in the textbook input, while some types of pronominal verbs are severely underrepresented. In both cases, the gap between the evidence available in the input and what must eventually be acquired is widened, thus making the logical problem of language acquisition worse in these two instances.