"Bullet-itis" (or perhaps what could be called Power Point Disease) is the tendency, in seemingly all facets of life, to seek out knowledge in its most abbreviated and rapidly consumable form. Presumably this abbreviated format is a pragmatic response to the notoriously busy lives of teachers and administrators. Given so many practical and immediate problems to be solved in schools, it is not surprising that many educators would have little time--and in some cases little patience--for "chewier" works that push one to think more deeply about the problems and possibilities inherent in public education. But what happens when significant ideas are reduced to bullets? In this article, the author notes a significant lack of depth within much of the popular professional development literature for teachers and questions the effect the abbreviated form of learning may have when it comes to implementing significant and lasting change in the classroom. (Contains 3 notes.)