Instructional communication (IC) scholars have made significant contributions to the study of educational outcomes by creating a deep understanding of the teacher-student relationship (Mottet & Beebe, 2006). IC research published in "Communication Education" and other outlets therefore appropriately emphasizes interpersonal communication--the relational, emotional, and affective component of communication related to learning. However, IC is suffering from an identity crisis and potential irrelevance as a result of continued dependence on theoretical frameworks and constructs coopted from other areas of the field. In this brief forum article, the author highlights four key distinctions between instructional and interpersonal relationships that render a treatment of instruction as an interpersonal context inappropriate and suggests that treating instruction as interpersonal communication not only impedes IC from growing in scope and legitimacy as a scholarly field, but also limits our conceptual and operational ability to understand the unique nature of instructional communication. [Other articles in this forum include: Interpersonal communication research in instructional contexts: A dyadic approach (EJ1121093); The interplay between interpersonal communication and instructional communication (EJ1121087); Raising new questions and restoring our focus on authentic student learning (EJ1121117); Improving situational awareness for instructional communication research: A forum response (EJ1121131); and What role should interpersonal communication play (or not) in instructional communication research: A response to the forum essays (EJ1121147).]