The author reviews various elements of what may be considered as evidence that the long-awaited shift in the education paradigm is actually happening. Concepts like student-centered learning, attainment-based evaluation, knowledge-based constructivism, and effort-based intelligence are growing, are being more widely recognized as important, and seem to be affecting the general way in which many educators are now conceptualizing education. These and other, related ideas are evaluated, and the author suggests that the education paradigm is shifting in a positive direction.