This chapter presents a detailed description of my pilot study whose aim was the validation of oral narrative tasks that could later be used as elicitation devices in the empirical study. The reliability and validity of all tasks and items are important questions of test and questionnaire construction, but these issues usually do not receive serious attention when tasks are used as elicitation instruments in research. Since research articles on oral narrative tasks (for example, Bygate, 1999; Bygate & Samuda, 2005; Foster & Skehan, 1996; Gilabert et al., 2011; Iwashita et al., 2001; Qiu, 2019; Robinson, 1995, 2001, 2007b; Skehan & Foster, 1997, 1999; Saeedi & Rahimi Kazerooni, 2014; Wang, 2014) mostly disregard this issue, it seems that researchers only rely on assumptions, hunches, and experience when they design their tasks. The problem is that this way they can only hope that their expectations, that is, that a task is of a certain type and will result in a certain kind of performance, will be met by their students. The current practice seems to be that as long as no obvious discrepancy becomes apparent between how the task is supposed to function and the way it really works, there is no need to be concerned about the validity of the tasks. This approach, however, is certainly problematic. Since these issues are of crucial importance with regard to the usability and usefulness of any task, they should be addressed not only in connection with test tasks, but also regarding research tasks.