Task-based Learning and Teaching (TBLT) has attracted the interest of researchers, curriculum developers, teacher educators, and language teachers for many years. However, most of the available literature and research comes from a psycholinguistic perspective, focusing on understanding how people acquire a second language. Consequently, much less research has been conducted on how practical TBLT is for actual teachers and students in a classroom setting. This book offers a valuable contribution by combining a discussion of task-based pedagogical principles with descriptions of their applicability to real-world problems in language teaching practice. It provides insight into the many challenges and obstacles arising from the implementation of TBLT and discusses various ways to overcome them. Furthermore, the book includes extensive research from Flanders, where the implementation of TBLT has been a national project in primary, secondary, and adult education for fifteen years.