Many teachers have strong beliefs about the way literacy should be taught, despite what the research shows about how students learn best. If an educator's existing beliefs about literacy clash with updated instructional understandings and methods about the science of reading, there's a likelihood that teachers may resist embracing change and filter out new learning, regardless of its strong research base. The authors conducted a qualitative study which focused on teachers' experiences with a mandated science of reading self-paced online course to examine teachers' level of engagement and buy-in. Interviews showed that the program allowed a high degree of educator autonomy and choices that encouraged participants' engagement, satisfaction, and depth of learning, helping to ease teachers' concerns about new reading instruction methods.