This article presents the author's response to Yan Ping Xin and Dake Zhang's recent critical evaluation of her and colleagues' work in "Exploring a Conceptual Model-Based Approach to Teaching Situated Word Problems," published in "The Journal of Educational Research" in 2009 (Vol. 102, No. 6). Most critiques of prior research are written in a fair and informative manner to show how the present study extends previous research to advance the field. However, factual errors, including inappropriate quotes, misrepresentation of information, and inadequate scholarship in Xin and Zhang's text call to question whether the criticisms of their work are justified. In this response, the author sets the scholarly record straight.