The objective of this essay is to propose critical realism as a philosophical middle way between two sets of ontological, epistemological, and methodological assumptions regarding learner needs. Key concepts of critical realism, a tradition in the philosophy of science, are introduced and applied toward an analysis of learner needs, resulting in novel ontological and epistemological assertions about learner needs. Retroduction is offered as a methodology for interrogating needs as a function of broad and complex social processes.