Background:Much of what an educator needs to know to be successful is invisible to lay observers, leading to the assumption that teaching requires little formal study. Aims:This study is based on an 8-month faculty development workshop on student-centered teaching. Faculty members who made no noticeable changes in their teaching practices were compared to faculty who made noticeable and significant changes.Method: Using a qualitative narrative approach based on a structured interview we aimed to categorize the features of changers and resisters.Results: Faculty resisters did not see any need for changes in the way we teach, did not believe student-centered teaching to be more effective, could not appropriately define student-centered teaching, were motivated by extrinsic factors, and felt unvalued. Conversely, faculty changers were excited for changes and saw the need for change and for student-centered teaching, were intrinsically motivated, and felt valued as faculty members. Conclusion:We hypothesize that a main reason for resistance is the status quo bias. Implications for faculty development are discussed.