This study examines the role of implicit theories of change in inhibiting STEM reform and identifies a range of approaches to help change agents alter their implicit beliefs in order to develop more explicit theories of change. Through observations and interviews, we focus on the experience of reform teams on 11 campuses that were involved in a statewide STEM reform project. The findings provide empirical evidence that change agents' views can serve as a barrier to implementation and success of changes, and we offer strategies for changing implicit views to garner greater success in change.