In one mid-western elementary school, teachers received training designed to change their teaching methods in their classrooms. Research has shown teachers have difficulty changing teaching behaviors. The research questions addressed teachers' beliefs and understandings of teaching in a new way. The theoretical framework for this study is supported by Bandura's social cognitive theory that suggests teachers' beliefs will determine their success or failure to achieve instructional reform. A purposeful sample of eight teacher participants were observed in their classrooms and scored using the Constructivist Teaching Inventory (CTI). Teachers' beliefs were determined by analyzing CTI scores and results of two open ended interviews about their understanding of the new way of teaching in order to correlate classroom actions with stated beliefs about teaching in a new way. Interview data were analyzed, coded, and interpreted. The findings of this study suggested that a palette of lesson plans should be devised in order to ensure that every teacher understands the new teaching methodology. The lesson plans and video tapes would be given to new teachers to relate their instructional strategies to classroom practices. This study contributes to positive social change by providing a successful model of instructional reform, so the learning is more useful to students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]