"Process-oriented pedagogy: facilitation, empowerment, or control?" claims that process-oriented pedagogy (POP) represents the methodological perspective of most practising teachers and that outcomes-based education (OBE) poses a real and present danger to stakeholder autonomy. Whereas POP may characterize methodological practices in the inner circle primary school context described by Littlewood, it does not fairly characterize practices in most L2 classrooms. Little wood's dichotomy of product and process is better understood in terms of direct and indirect teaching. Effective pedagogy seeks an appropriate balance of direct and indirect teaching in diverse contexts in order to fulfil particular student goals. OBE helps identify and make explicit learning goals and empower students to attain those goals. Raising fears of control and totalitarianism demonizes OBE. We need to accept both OBE and POP as enriching the repertoires of teachers and their ability to respond to the complex and changing needs of their students.