This paper examines Block's (2001) claim that whereas the notion of method no longer plays a significant role in the thinking of applied linguists, it still plays a vital role in the thinking of teachers. In order to assess Block's claim, four sources of data on teachers' beliefs were examined--two direct sources of data: (1) interviews with questions directly addressing teachers' opinions on the concept of method and (2) discussion board postings on the topic of post-method, and two indirect sources: (3) language learning/teaching autobiographies and (4) teaching journals. The evidence from the data suggests that teacher interest in methods is determined by how far methods provide options in dealing with particular teaching contexts. Rather than playing a vital role in teacher thinking, teacher attitude towards methods is highly pragmatic. In the light of this evidence, implications for teacher education are considered.