This research paper explores the impact of cognitive load on second language acquisition, focusing on the differences between traditional grammar-focused teaching methods and a Cognitive Load Reduction Curriculum (CLRC) approach. In our study, we have chosen to include logical equations as a means to clearly demonstrate the complex interplay between various cognitive factors in SLA. The primary goal of this inclusion is to offer a visual representation of the different relationships between the attributes and factors involved in language acquisition, with a particular focus on cognitive load. By providing equations and their according graphs, we aim to make our assumptions transparent and comprehensible, allowing readers to better grasp our reasoning behind the relationships we propose. Those are based upon findings from existing research and equally our experiences in numerous controlled settings, ultimately leading to according derivations. Our findings suggest that CLRC is more effective in managing cognitive load, resulting in increased student confidence and improved language learning outcomes. Furthermore, we discuss the practical implications of our findings for educational facilities and offer some suggestions for future research.