Faculty eager to transform their teaching often have a difficult time understanding the learning literature and then integrating it into their teaching, in part because neuroeducation concepts such as constructivism, transfer, misconceptions, and metacognition are not part of their existing knowledge. Examples of these concepts in the literature are often discipline-based, which may not be helpful if that isn't the field of the faculty member. This article suggests that stories about the struggles of faculty to learn about learning principles may be more instructive of these concepts than discipline-based examples. To illustrate, the author shares a story about and reflection on a series of events that helped her understand and then apply emerging learning principles to her classroom teaching.