This chapter is an exploration into how social changes since the year 2000 have shaped norms in the ELT field. We assume that instructional norms emerge from teachers’ beliefs that help them determine the most suitable practices for their context. In addition, student and teacher interaction clarifies classroom norms through negotiation based upon their expectations about how classrooms should be managed. The chapter has three main sections. These sections detail how changes in society have forced ELT practitioners to adjust classroom norms related to teaching approaches, modes and methods of content delivery, and assessment practices. The focus is on how technological innovation, demographic changes, and the creation of a global market for higher education have affected ELT norms in these areas. The analysis includes effects of the spread of corporate management practices in the ELT field. Examples from the Japanese university context are interlaced throughout the chapter. We conclude the chapter with a modest attempt at speculating on the future of ELT classroom practice.