In his 1999 article [The Teaching Professor, 13 (1)], “Wither: The Lecture,” R. G. Driver laments the downfall of the traditional, unadorned lecture. Six years later, the traditional lecture continues to be heavily criticized in the wake of reform movements that are shifting instruction to the learning paradigm. Professor Driver points out that lectures can be interesting and inspiring. However, many more educators blame the traditional lecture for not actively involving students, not holding their attention, not promoting the retention of material, and not supporting multiple learning styles. Based on our own experiences and observations, these negative descriptions of the lecture format are a bit exaggerated. Yes, there is room for improvement, and those who currently defend the lecture format usually speak of the well-designed lecture — not the stereotypical presentations which conger up thoughts of talking heads and sages.