To test whether students' knowledge about psychology undergoes a conceptual change when learning about the discipline, 227 Introductory Psychology students from six different classes were given the Psychology as a Science (PAS) Scale in one of two conditions. Students were randomly assigned to complete the questionnaire from their own (Self Condition) or their psychology professor's (Professor Condition) perspective. As predicted, results show scores on the PAS Scale were higher, reflecting greater appreciation for psychology as a science, in the Psychology Professor than the Self condition. These results suggest that learning psychology may be less about "reflecting on and revising" misconceptions and more about "sorting out" which beliefs are associated with scientific psychology and which with students' own intuitive understanding of the discipline. (Contains 1 table and 1 figure.)