This article presents the author's keynote address delivered at the "North Eastern Ontario Education Network 2011 Research Carousel: Evidence in the Classroom--Affecting Student Achievement at the Grassroots Level." In this address, the author first discusses teachers and learning in the literature on adult and professional learning. Next, he talks about the old paradigm that used to govern approaches to educational change, how it has shaped people's attitudes toward research, and why it did not work very well. Then, he discusses the new paradigm--the one that is grounded in learning theory. That leads to a discussion of the importance of capacity building to support teachers in their role as learners. And finally, he closes with a small number of conclusions and implications.