This study looks at the employment of negotiation about form by a pair of advanced English L2 users engaged in collaborative composition tasks, and compares their negotiation with that of a beginner English L2 pair. Contrary to the increasing interest in negotiation for meaning within the L2 literature, there is little research that investigates how learners interact in negotiation about form contexts, where learners are required to explicitly talk about the form that they encounter. In particular， few studies have been conducted with learners at different proficiency levels in such contexts. Recognising this paucity, the study presents a holistic analysis of learners' negotiation about form generated by learners at different proficiency levels. This means that first, the negotiation about form was quantified in terms of language-related episodes (LREs); second, the same data was examined via an in-depth, descriptive analysis; third, delayed post-tests were conducted on specific linguistic items produced via negotiation about form. The study does not find much difference in LREs between the two proficiency levels of learners or convincing evidence that LREs lead to L2 learning at all. The results also reveal limitations in the relationship between the interactions engaged in and eventual learning. (196 words)