One educational fad in higher education is the movement toward "facilitation." College teachers are asked to identify themselves as either a facilitator or teacher. With the introduction of facilitation, the assumption was made that current teaching practices were lacking. Traditional teaching practices are described as strictly transmission accompanied by a somewhat a sarcastic attitude toward students. In this article, the author points out that effective teachers at the college level are "caring" teachers--interested in the subject that they are teaching, concerned about the learning process, and interested in individual students--not merely facilitators. Most of those who have chosen teaching as a career want to be involved in the process. Student-centered approaches do not have to exclude the teacher. In fact, the best ones involve the teacher in both the planning and execution of the process. When asked to make a decision between teacher and facilitator, the author chooses the title of teacher every time.