Two studies explored conceptual change in undergraduate psychology students' acceptance of the scientific foundations of the discipline. In Study 1, Introductory Psychology students completed the Psychology as Science questionnaire (PAS) at the beginning and end of the semester and did so from their own (Self Condition) and their instructors' (Professor Condition) perspectives. Study 2 replicated Study 1 with advanced students enrolled in research-oriented courses. In both studies, students had higher PAS scores in the Professor than the Self Condition and there was a modest change from the beginning to the end of the semester in Self PAS scores. The change in Self PAS scores was positively related to higher Professor PAS scores at the end of the semester, when controlling for initial Professor PAS scores and other variables. The discussion highlights pedagogical practices that promote students' representation of their professors' thinking about the discipline as distinct from and an alternative to their own misconceptions.