A common view seems to be emerging in the mathematics education world at the moment that the development and use of "rich tasks" is a good thing; a "right thing" to do. There are many examples of these "rich tasks" and teachers are encouraged to use them whenever they can. Professional learners don't just accept this uncritically, but question what a rich task is and why they should value them. This article is the author's own reflection on the nature and value of rich tasks. It is also a response to an editorial request to document an inset he provided on rich tasks. (Contains 6 notes.)