This research documents educator responses while learning and implementing a new pedagogy. In our analysis of our own written reflections, we found the ten LASSI scales, normally used to look at student learning, became, for us, themes that emerged from faculty learning as well. The value of peer support for learning, and the balance of skill, will, and self-regulation in the learning processes of faculty, became clear through our self-analysis. Effective instruction includes an ongoing learning process on the part of faculty, and yet the demands on our time and resources as faculty are always high. Identifying and strengthening responses while learning and implementing new pedagogical methods can help over-burdened educators become more efficacious in their work.