The purpose of this phenomenological qualitative study was to gain a deeper understanding of the experiences of secondary school teachers who have transitioned from teacher-centered to implementing more student-centered learning approaches as they prepare students for colleges and careers in the 21st Century. This study tells the stories of 10 teacher participants as they were challenged to make changes in their pedagogy, instructional practices, and curriculum to meet student-centered learning (SCL) approaches in their daily practices, relationships with students and peers, advisory, school activities and events, the classroom, or the halls outside of their classrooms. The 10 teachers provide authentic valuations of their experiences, share the benefits of making the change for their students, and identify barriers and needs as they traverse from teacher-centered to student-centered learning approaches. The study is a springboard for future inquiries and suggests potential areas for study. This study will provide a lens through which readers will understand the importance of the teacher's voice in the classroom and how it is unfolding in one Vermont high school as they work to implement SCL approaches. Most importantly, the study validates the author's belief that teachers are essential to the future of education and the democracy of our society, and when students are instructed using student-centered learning approaches, they become motivated, engaged, and take responsibility for their own learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]