As a consequence of repeatedly a reticulated is satisfaction with the limitations of the concept of method an d the transmission model of teacher education, the L2 profession is faced with an imperative need to construct a post method pedagogy. In this article, I conceptualize the parameters of a post method pedagogy, offer suggestions for implementing it, and then raise questions and concern that might come up in implementing it . Visualizing three-dimensional system consisting of the parameters of particularity, practicality, and possibility, I argue that a post method pedagogy must (a) facilitate the advancement of a context-sensitive language education based on a true understanding of local linguistic, sociocultural, and political particularities; (b) rupture the reified role relationship between theorists and practitioners by enabling teachers to construct their own theory of practice; and (c) tap the sociopolitical consciousness that participants bring with them in order to aid their quest for identity formation and social transformation. Treating learners, teachers, and teacher educators as coexplorers, I discuss their roles and functions in a post method pedagogy. I conclude by raising the prospect of replacing the limited concept of method with the three pedagogic parameters of particularity, practicality, and possibility as organizing principles for L 2 teaching and teacher education.