Montessori environments offer concrete learning materials, with controls of error embedded in their design, that support independence, engage the child's interest, and provide individual challenges. Yet, over time, Crystal Dahlmeier has observed changes in some Montessori environments: worksheets taking the place of hands-on work with materials; teachers as the controls of error, rather than the material itself; and teachers assigning work to students. signing work to students. These examples illustrate just some ways that Montessori teachers, administrators, and teacher educators at all levels deal with increasing pressures to compromise Montessori philosophy in their daily practices. In this brief article, Dahlmeier delves into the factors that contribute to diluting the application and implementation of Montessori principles and the need for Montessorian teachers to revitalize themselves by choosing to educate over accommodate.