The pedagogical implications of recent inquiry into paragraphing have seldom been evaluated by the TESOL community. This article starts by supplying a state‐of‐the‐art research‐based overview of the paragraph and paragraphing from language, learner, teacher, reader and writer viewpoints. Following this, a questionnaire‐based exploration into Omani teacher beliefs about paragraphing and pedagogical practice is reported, and these self‐reported data are considered in the light of the pertinent inquiry, and resemblances and dissimilarities are noted. In addition, teacher writing and beliefs are explored and a summary of interview data with teachers about belief‐praxis tensions is supplied. It is proposed that exploring teacher beliefs and reflecting on areas of tension between prescriptivism and descriptivism is a necessary step in deliberating how paragraphing pedagogy might be modernized.