The present contribution demonstrates that Vorfeldkommas, i. e. nonstandard commas after prefields, are not only relevant for language teaching but also from a syntax theoretic point of view. Didactic research has over the years identified a wealth of potential factors for these commas, e. g., prefield length or syntactic function. More recently, these variables were also tested for the Vorfeldkomma’s counterpart, i. e. correctly lacking commas in the same place. However, it is hardly ever asked whether syntactic position as such attracts non-standard commas and how this might be accounted for theoretically. The paper sets out to fill this gap and concludes that indeed syntax acts separately to a certain extent.