When addressing the criticism of TBLT in the area of cultural and contextual challenges (cf. Chap. 1 ), Ellis (2009) argues that teachers need a clear understanding of what a task is. It is also necessary for educators—and their students—to be aware of the purpose and rationale for performing tasks. Further on, Ellis (2009) postulates that in a task-based course the teachers should be involved in the development of the task materials. This is why the present chapter starts by defining the very concept of the task. This is done to pave the way for said understanding; and to show the options the art and craft of TBLT can rely on. Then the focus shifts to teacher responsibilities examined in the course of reflection on what makes a good task. The final part of the chapter investigates task options offered by two different enhancements of TBLT: technological and critical.