Cassandra Book called on scholars to examine how communication was taught in K-12 classrooms. For nearly 30 years, scholars have expressed concern regarding the decline of K-12 communication scholarship (Hunt et al., 2014), argued for the importance of communication in K-12 teacher certification (Rudick & Dannels, 2020; Wright, 2020), and most recently, advocated for the National Communication Association's (NCA) involvement in developing a K-12 communication pedagogy research agenda (Yastremski & Morreale, 2021). In their article, Yastremski and Morreale's (2021) proposed four strategies for advancing scholarship and advocacy in this realm. This essay will address their first strategy, which asks scholars to develop a communication pedagogy K-12 research agenda.