Before taking the first step in the post-critical approach to TBLT—aimed at identifying areas of education for education’s sake; areas that can be affirmatively studied—it is important to examine a given educational culture to determine the extent to which it is ripe for applying a given method in its basic and enhanced modes, as well as how much potential it demonstrates for going beyond the enhancements. This chapter, presenting Study 1, examines Polish teachers of English and their familiarity with task-based pedagogy. It also investigates how those who declare such familiarity fit into the TBLT landscape delineated in Part 1 of the book.