The chapter explores the question "Why teachers often reject changing based on research guided knowledge, in this case specifically about intelligence but broadly about education." Authored by a team of academics, practitioners, and coaches who have worked in schools for over 25 years, several layers of the question are explored through the lens of how people respond to change. Factors addressed range from teacher disposition to teacher preparation to the role of reform both at the school level and at the level of higher education. It concludes with suggestions with some suggested models for success.