This essay presents a critical commentary on McCroskey et al.'s (2004) general model of instructional communication. In particular, five points are examined which make explicit and problematize the meta-theoretical assumptions of the model. Comments call attention to the limitations of the model and argue for a broader approach to instructional communication research. It is hoped that these observations will facilitate continued intellectual curiosity in philosophical matters related to instructional communication, as well as provide conceptual resources for pedagogical inquiry and development.