The purpose of this chapter is to consider the potential value of adding a technique known as Structured Academic Controversy (SAC) to the repertoire of pedagogical approaches commonly applied in language teaching and learning. It begins with an introduction to the concept of SAC and then considers its potential role in the language classroom. Against this backdrop, a case-study is presented in which the impact of SAC as a pedagogical tool is assessed. The findings of the study are considered as are directions for future research.