This paper serves as a platform to precisely substantiate the success of "Competitive Team-Based Learning" (CTBL) as an effective and rational educational approach. To that end, it brings to the fore part of the (didactic) theories and hypotheses which in one way or another delineate and confirm the mechanisms under which successful (language) learning occurs and then tries to correlate such mechanisms to those inherent in CTBL settings. This, bridging the gap between theory and practice, would, I hope, enable educators to better recognize the nature and the major goals of my instructional approach and consequently its pivotal significance especially for the present context of globalization not only as a sophisticated, modern, super-flexible, inclusive, and relevant and realistic approach to ELT/Education, but as a "weapon" as well. My "Theory of Language" and also my "Multiple Input-Output Hypothesis", which are the axes of my approach, have also been thrown into sharp relief in this paper. The present conceptual paper, as such, is bound to benefit (ELT) teachers in terms of its contribution to their knowledge building, and critical, analytical, and creative thinking, and thus further pedagogical achievement and professional development.