This article addresses the traditional instructional leadership (characterized with Tyler's four questions; teachers prescribe a curriculum; learners assume a submissive role of following instructors) in comparison with the andragogical or innovative instructional leadership. As more and more scholars cast their doubt on this particular instructional mode (traditional instructional leadership), especially when compared with the innovative instructional leadership, this article seeks to draw on traditional instructional leadership that revolves around Ralph Tyler's model. In doing so, instructors and practitioners will see clearly what the traditional instructional leadership may bring to most education settings and above all, they may rely on a ready-made formula when planning curriculums, instruction, program planning, or evaluation. While traditional instructional leadership may have come under much criticism, there is much to learn from it.