Since the No Child Left Behind Act (2001) schools have sought many avenues to improve student achievement. Sandvold (2008) was concerned that ". . . teachers try to do everything themselves, resulting in a hodgepodge of practices, a confused vision, and an impossible schedule. Unless teachers get rid of outdated practices, they will be frustrated" (p. 20). Reluctant teachers often assume too much responsibility for the learning, compounding the problem of delivering quality instruction to students. Transitioning from traditional passive teaching to helping students think and question often requires one-on-one coaching. This is one person's first year journey helping reluctant high school teachers in a persistently low achieving urban school.