Do we study too much interpersonal communication and not enough of other topics in the instructional communication literature? This forum provides a mixed bag of both affirmative and negative responses to this question. On one hand, answering "yes" is quite defensible because there are many recent studies examining interpersonal communication variables in classroom settings that offer little or no insight into student learning. On the other hand, an answer of "no" to this question is also justified because instructional scholars are not conducting research on interpersonal communication with the same rigor and/or quality that interpersonal scholars undertake. Although instructional scholars publish an abundance of research examining interpersonal variables in educational settings, their research almost always underestimates the interpersonal dynamics that occur between people. To answer the forum question, then, the authors choose to answer "no." They argue that there is not too much study of interpersonal communication instead of other topics, and suggest however that perhaps it is time for instructional scholars, to recognize that there are two people involved in communication processes that shape student learning experiences and academic outcomes. The authors suggest that perhaps it is time for instructional scholars to embrace a more dyadic perspective in research. [Other essays in this FORUM include: (1) FORUM: Interpersonal Communication in Instructional Settings: The Instructor-Student Relationship as an Alternative Form of Superior-Subordinate Relationship (Scott A. Myers) see EJ1121090; (2) FORUM: Interpersonal Communication in Instructional Settings: A Cautious Approach to Reliance on Interpersonal Communication Frameworks: The Importance of Context in Instructional Communication Research Superior-Subordinate Relationship (Zac D. Johnson, Sara LaBelle, Jennifer H. Waldeck), see EJ1121095; (3) FORUM: Interpersonal Communication in Instructional Settings: The interplay between interpersonal communication and instructional communication (Narissra Maria Punyanunt-Cartera, V. Santiago Ariasa), see EJ1121087; (4) FORUM: Interpersonal Communication in Instructional Settings: Raising New Questions and Restoring our Focus on Authentic Student Learning (Derek R. Lane), see EJ1121117; (5) FORUM: Interpersonal Communication in Instructional Settings: Improving Situational Awareness for Instructional Communication Research: A Forum Response (Scott Titsworth), see EJ1121131; and (6) What Role Should Interpersonal Communication Play (or not) in Instructional Communication Research: A Response to the Forum Essays (Deanna D. Sellnow), see EJ1121147.]