The six essays published in this issue all seek to extend principles of communication and instruction. They share an instrumental view of communication as a way to address problems and deficiencies and simultaneously position instructional communication research squarely within larger organizational and professional communication contexts. In addition, they demonstrate the ubiquity and relevance of not only teaching communication principles and skills across contexts beyond traditional classrooms, but also conducting instructional communication research dedicated to informing and improving upon such practices. With these strengths in mind, however, the author asserts that these essays also speak to some of the limitations to be overcome when applying current concepts of instructional communication in nontraditional contexts. Moreover, he also argues that some scholars are beginning to address them in their instructional work beyond the classroom.