Nurturing critically engaged and reflective English language teachers is vital if the educational systems they work in are to change dynamically in response to learners' evolving needs. Given that criticality involves constant reflexive questioning of both public discourse and one's own beliefs and assumptions, teacher educators have a responsibility to model criticality in their own practices, through challenging their own thinking as well as the thinking of their mentees. This consideration is at the heart of our response to an article published recently in the journal "Changing English." The article in question powerfully advocates criticality in respect of English language teaching in Oman, but the research it is based on appears to lack critical reflexivity in some respects. After dissecting this issue, we offer some concluding thoughts. [For Al-Issa's "Beyond Textbook Instruction: Stories from ELT Teachers in Oman," see EJ1222556.]