This paper elaborates on teaching–learning strategies for Technical Writing for Business. The author sets out with two objectives: one rhetorical and the other instrumental. To achieve these ends, strategies include engaging students in reflective writing practices, adopting the lexical approach, faculty engaging in corpus–based research, providing meaningful materials for student self–directed learning, practicing learning–oriented assessment, engaging students in instrumental discourse, and teaching creativity as a process. The strategies are claimed to be well grounded in education and learning theories, rationales and informed approaches including, among others, reflective practices, active learning theory, learning–oriented assessment theory, social constructivism, the techne concept, and social pedagogies.