In Chapter 1, methodology in teaching was described as the activities, tasks, and learning experiences used by the teacher within the teaching arid learning process. Methodology was seen to have a theoretical basis in the teacher's assumptions about (a) language and second language learning, (b) teacher and learner roles, and (c) learning activities and instructional materials. These assumptions and beliefs provide the basis for the conscious or unconscious decision making that underlies the moment-to-moment processes of teaching. Methodology is not therefore something fixed, a set of rigid principles and procedures that the teacher must conform to. Rather it is a dynamic, creative, and exploratory process that begins anew each time the teacher encounters a group of learners. Teaching as an exploratory process is different from the approach to teaching seen in many teacher preparation programs or language teaching programs, where particular instructional methods, such as the Silent Way, Total Physical Response, or the Natural Approach, are presented as models to be imitated and internalized. In this chapter, these two approaches to teaching will be explored in more depth. The use of methods as the basis for instructional processes in a second language program will be compared with one that moves beyond methods and focuses on exploring the nature of effective classroom teaching and learning.