This study examines teachers' attitudes toward pedagogical changes regarding various teaching strategies concerning students, content, and the teacher's educational orientation. Teachers' attitudes toward such changes are examined at different stages of their professional development. The research question is: To what extent do teachers at different stages of professional developments hold different attitudes toward pedagogical changes? The participants were 520 teachers in primary schools, junior high schools, and high schools. Findings indicate significant differences between teachers' attitudes toward pedagogical changes during different stages in their professional development. Data accumulated can guide policy-makers in creating programs for greater efficiency at educational institutions.