To deny that there is a conflict in contemporary ELT, particularly but not exclusively in the ‘importing’ of new techniques associated with communicative language teaching into the state sector educational systems of developing countries, is to deny a reality with which many are familiar. This article, which focuses on teacher training, argues that we should attempt to ensure that changes are gradual, and that cultural continuity should be respected, by not losing contact with current practice. It attempts to analyze the problems from a practical point of view, looking at some real-life aspirations of in-service teacher trainees, and at the real-life frustrations and obstacles they encounter in implementing change in their classrooms. It also reports on a number of ways of resolving conflict which, while not free of problems, do at least justify a degree of optimism.