In this article, the author describes how Eric Fox presents an interesting case for applying functional contextualism (FC) constructs and principles to learning and instruction. He draws several well-debated issues related to the instructional design and technology (IDT) field's shifting philosophical-epistemological roots and pedagogical practices. However, Fox raises issues that require clarification. Moreover, Fox provides a selective and somewhat limited analysis of constructivist-inspired approaches to bolster the case for and significance of FC advocacy. In this article, the author questions several of Fox's assertions and argues that while FC has value for the IDT field, it is consistent with and an extension of objectivist-inspired instructional engineering rather than an alternative to constructivist-inspired approaches.