Professional learning communities (PLCs) are an effective way for faculty to learn about pedagogical topics and tactics. However, less is known about how effective they are at changing the teaching practices of the faculty participants and ultimately student learning. This article describes a mixed-method study of such a transfer of knowledge. In this case, the pedagogical topic was metacognition, effortful learning in particular. We describe the PLC, how effortful learning was incorporated into one class, and the results of that change in practice. We found that effortful learning (using a jigsaw classroom activity) improved student learning and student perceptions of instruction.