Despite repeated discussions and practice, algebra students continue to make variable errors, in many ways, year after year. This same problem appeared thirty years ago in a list of common errors that math teachers today would immediately recognize, many involving exponents and distribution (Marquis 1988). Similar complaints even appeared in the early 1900s (NCTM 1910). To address these persistent misconceptions and help their students be more successful in math, the authors combined research on conceptual change, spaced and interleaved practice, and process mnemonics with their own classroom experiences to create the No-to-Yes project. After participating in the program, students better recognized multiple misconception types within one expression and could deal with them correctly--without guessing."