This article reviews the uses that have been made of the constitutive metamodel (R. T. Craig, 1999) in the first 16 years since its publication. The metamodel has been widely cited as a shorthand reference to the field, and has been used as a device for teaching theory, reflecting on communication problems from multiple perspectives, and assessing particular theories or subdisciplinary areas in relation to the field as a whole. Scholars have also proposed new traditions of communication theory and at least one revised conception of the traditions in general. Critiques of the metamodel have focused on questions of epistemological bias, disconnection of theory from research, the definition of traditions, and the potential for productive dialogue in the field.