It is known for a fact that textbooks are widely used in today's classrooms. Admittedly, textbooks may have some advantages in the sense that they provide the framework for any educational course. However, exclusively depending on them may restrict both teacher and student autonomy. Textbooks have been criticized for promoting rote instead of reflective learning and short instead of long memory. Chambliss and Calfee (1998) posit that instead of tossing textbooks, we should work on improving them by providing extra instructional support that would make up for their shortcomings. Although their suggestion seems to be a good one, improving textbooks may take the form of simply creating activities that literally duplicate the activities presented in them. In this research paper, I labor under the assumption that relying solely on textbooks in our classroom instruction will lead our students to lose all interest in learning. I will propose a professional development program that draws heavily form Schon's (1983) reflective practitioner approach to address the issue of what I call textbook addiction and suggest ways on how to increase teacher and learner autonomy. (Contains 7 figures.)