Social studies educators advocate discussion as an influential instructional method to encourage students to apply knowledge and develop higher-order thinking and understanding. The classroom reality, however, is that teachers only use the discussion method sparingly. Instead, teachers predominantly use a quasi-discussion form called recitation to involve students in demonstrating their knowledge of subject matter. The problem is compounded by the fact that teachers generally refer to all major interaction sessions with students in the classroom as "discussions" when, in reality, they are recitations. Although both forms of interaction are effective in achieving their intended purposes, discussion is vastly more appropriate and effective in developing in students the widely endorsed citizenship competencies associated with rational and humane decision making and problem solving necessary for the common good. This article reveals common misconceptions about the use of discussion in the classroom and proposes endorsed principles of practice for teachers that are based on findings from the research and theoretical literature. The goal is to challenge discussion misconceptions convincingly and lead teachers to reflection and examination of their current classroom discussion practices. The end result may be instructional improvement.