English for Specific Purposes (ESP) is often governed by predefined communicative functions and rules within a specific domain. Radio communication between pilots and Air Traffic Controllers (ATCOs) is one such domain. Mandatory plain language testing, introduced in this domain in 2008, whilst clearly laudable in its safety related objectives, has often resulted in language being seen, and taught, in isolation, creating a disconnect between the classroom and the real-world. In 2015, Bullock argued for a change of perspectives in Language For Specific Purposes (LSP) teaching towards a methodology that would adopt a more inclusive communication and knowledge-based approach. Three years later, with evidence that the aforementioned disconnect remained, a pilot study was conducted with 33 student ATCOs to demonstrate how a more appropriate methodology could transfer such theory into practice and address real-world communication needs. This article discusses the research results, and demonstrates the positive learning impact such methodology had on the students. It suggests integrating this into more appropriate training for LSP teachers, offering learners a more appropriate environment in which to maintain and improve communication skills through language. [For the complete volume, "ESP Teaching and Teacher Education: Current Theories and Practices," see ED595614.]