In its lifetime, the profession of language teaching has undergone many changes. Early attempts at language teaching almost entirely lacked a theoretical base. In the 20th century, however, two sets of language teaching methods emerged; the first set borrowed theories from psychology, linguistics, and sociolinguistics whereas the second set was based on individual philosophies of method developers. Late in the twentieth century, an attempt on the part of some pedagogists to evaluate the different methods of language teaching resulted in the validity of language teaching methods being called into question. As a result, the question of how the profession of language pedagogy should be approached called into attention such notions as teacher plausibility, autonomy, and reflectivity as well as learner plausibility and autonomy. The result of such an expanded perspective was the introduction of effective and reflective teaching ideologies of the seventies and eighties. In 1994, an attempt at finding an alternative to methods instead of an alternative method culminated in the introduction of the post method era. The present paper tries to provide the reader with a brief account of these trends.