Many instructional strategies exist that address poor student success in the sciences. They often go untapped, however, due to the knowledge or time needed for implementation. This article presents a formula for success that has encouraged a significant proportion of faculty in a physics department to adopt teaching methods, involving the use of clickers in lecture, that support student-centered learning. Interview data from faculty new to the use of clickers and student survey data regarding attitudes toward clicker use are presented. The findings shed light on the potential of using clickers to ease faculty into implementing other proven instructional pedagogies. (Contains 2 tables.)