English language teaching has left behind many ups and downs until the introduction of CLT and TBLT methodologies in recent years. Much attempt has been made both by researchers and language instructors to make use of the most efficient teaching practices aimed at enhancing language production and affecting learning outcomes in a positive way. In the same direction, during 1950s an approach emerged in the United Kingdom based on behaviorist teaching practices known as PPP, which soon popularized the field of language teaching and employed by many professional schools throughout the world. However, due to ignoring the communication as a main goal of language learning, this approach came under serious attacks and criticisms by various scholars from 1990s onwards. The present paper is an attempt to critically look at this issue from several perspectives: First, in order to know the three Ps approach, this article will present its main characteristics and principles. Second, it will elaborate on the main challenges and criticisms posed against this approach by various scholars. Finally, the advantages of applying the three Ps will be discussed as a useful teaching technique rather than an approach or method. Also, the implications will be pointed out both for language teachers and learners.