A key tenet of the nature of science is that "knowledge, although reliable and durable, is never absolute or certain" and is subject to change with the accrual of new bodies of evidence (Lederman "et al." 2002). Similarly, pedagogical choices grounded in scientific teaching would also be expected to be modified, refined, and perhaps even shifted entirely as new evidence emerges about their impact. Prompted by the authors' experiences--as instructors, observers, and participants--as well as by multiple lines of emerging research evidence, they reconsider the necessity, impact, and assumptions behind the share of the think-pair-share. This article presents three scenarios offered from the perspectives of a classroom observer, a student, and a seminar speaker.