Drawing on the exam responses from a graduate teacher education course, this paper analyzes four general difficulties teachers have in implementing inductive teaching methods. Based on Piaget's model of how children learn, inductive teaching is an instructional methodology that begins with concrete instances of a concept, and encourages learners to observe patterns, raise questions, or make generalizations from observations. While teachers in the course appeared to grasp and use the basic learning cycle lesson planning methods for inductive teaching, their exams revealed the following difficulties: (1) failure to clarify lesson objectives; (2) over-emphasis on activities; (3) blurring conceptually distinct phases of the learning cycle, or omitting a phase; and (4) inadequate planning for evaluation, particularly of high level cognitive or affective outcomes of a lesson. Teacher education must require extensive practice, feedback, and coaching so that teachers can assimilate unfamiliar practices into their teaching behaviors. (BS)