A recent study in Chemistry Education Research and Practice highlights the common pattern of student thinking known as ‘the octet framework’, and notes how it seems to relate to, but be inconsistent with, the octet rule: an idea commonly taught in introductory chemistry classes.The study noted the common feature of learners extending the octet rule into ‘a driving force’ for chemical change, but analysis also noted two other features of the alternative conceptual framework. It is argued here that these research findings reflect a key problem in chemistry education: one that the research community should prioritise for further investigation.