The terms "stimulus," "response," and "stimulus control" are derived from the experimental literature. The term "prompt" arose within the applied field. There are many conceptual and logical errors in how trainers use these terms that often lead to ineffectual lessons. Similar problems can be found regarding error correction strategies and those that are described as "errorless." We will review many popular teaching strategies, including fading, most-to-least, least-to-most, etc.; several error-correction strategies; and a host of strategies described as "errorless teaching." The goal is to shake up many long-held and cherished beliefs about common teaching strategies. *Presenter Dr. Andy Bondy (Pyramid Educational Consultants, Inc.)