I teach a course on task-based language teaching (TBLT) to future EFL teachers at a university in southern Hungary, so I was particularly happy for the opportunity both to read—and to own a copy of—this important book. Most of my students will neither have experienced TBLT nor heard of it, and thus, while they are certainly open to the topic, they also approach it with a healthy scepticism. ‘Where has TBLT been implemented successfully?’ they typically ask. ‘Is there a place for grammar within TBLT?’ ‘How can we make any of this work with the systemic constraints we’ll be facing as teachers?’ and so on. The seventeen fascinating studies in this book are an excellent source of answers to these and many other questions. The participants and contexts covered in these studies are diverse: low-proficiency EFL learners in Vietnamese primary schools, EFL beginners in primary school in southern Brazil, Aboriginal vocational students developing their standard Australian English for the workplace, Chinese university students learning Korean as a third language in the United States, US Foreign Service Officers learning Japanese, students in neoliberal educational environments, and learners across the world linked by technology-mediated tasks. The range of educational environments also includes Vietnam, Iran, Ukraine, Spain, Mexico, and Chile. The book is further marked by an inclusive diversity of outstanding authors, including PhD students, full professors, methodologists, educators, applied linguists, materials designers, theoreticians, and empirical researchers.