How do individuals know when, and what, to resist? Alan Schoenfeld, in the March 2006 issue of "Educational Researcher," tells a story of resistance that all math educators, and all curriculum specialists, need to consider. Schoenfeld titled his story, "What Doesn't Work: The Challenge and Failure of the What Works Clearinghouse to Conduct Meaningful Reviews of Studies of Mathematics Curricula." Schoenfeld is a UC-Berkeley professor of education who worked as a senior content advisor for the What Works Clearinghouse for its studies of mathematics curricula. The Clearinghouse at one point made a decision to censor from its publications two essays that it had hired Schoenfield to write. In these essays, Schoenfield was critical of the research methodology used to establish "educational effectiveness," or "what works" in middle-level math. He warned that research reports calling programs "effective or "ineffective" were potentially misleading, and cited specific examples of how such a report might be misinterpreted. In this essay, the author uses Schoenfeld's piece to comment on the necessity and the difficulty of resistance in today's climate of schooling and educational research.