This paper discusses various aspects of conceptual change instruction and research related to conceptual change strategies. The role played by teachers in the conceptual change process has been neglected in the research and understanding that role requires that: (1) the Conceptual Change Model of Posner provide a reasonable framework for thinking about change and how the change can be documented; (2) teachers are acquainted with conceptual change research; and (3) the implementation of the principles of conceptual change instruction is seen as a process. In addition to framing the problem, other sections of this paper address thoughts on the conceptual change model, science content, metacognition, and the role of the learner. The conclusions pertain to the social construction of the content and classroom environment, the importance of engaging students in activities designed to elicit metacognitive reflection, and the need for students to accept and assume the role of active learner. Contains 16 references. (DDR)