According to a recent research study, teachers attributed students' performance to their instruction only 15% of the time. Far more frequently, they connected results to student characteristics, particularly students' behavior, effort, or background. It's been long known that individual student characteristics, family background, and neighborhood experiences contribute to students' performance in school (Stewart, 2008). It is also known that many of these student characteristics lie outside teachers' control. Nevertheless, significant research also shows that, among school-related factors affecting achievement, "teachers matter the most." Studies estimate that teachers have two to three times the impact of any other school factor, including services, facilities, and even leadership (Hattie, 2003; Rand Education, 2012). The results of the study prompt two important questions for those who design and lead professional learning: (1) how did these teachers come to their beliefs? Specifically, why do they see their instructional practices as having so little influence on student learning? and (2) how can we change this? If teachers viewing evidence of student learning see their impact as so modest, the prospects for improvement are pretty dismal. How can we help teachers recognize that what they do matters and they "can" have an important impact on how well students learn? This articles examines how teachers can change their attitudes and beliefs in teaching.