Imagine you are attending a seminar. The facilitator gives instructions, and you have a vague notion of what you are supposed to do, but you do not want to ask the facilitator to clarify because you are sure you are the only one who has not understood. After the facilitator tells you to start working, you turn to the person next to you and ask, "What are we supposed to do?" That person says, "I'm not sure. I thought you would know." Soon you realize that almost everyone in the room is confused, while the facilitator is standing behind the lectern wondering why no one has started engaging in the activity she just explained. Effective delivery of instruction is an essential part of teaching practice, however it is a learned skill that is often overlooked in teacher training. This article investigates the importance and rationale for giving clear instructions in the second-language classroom and provides techniques for giving effective instructions.