As we begin to implement reform in teacher education, faculty must be willing to infuse new concepts into teacher preparation. The purpose of this aspect of the study was to understand faculty's perspectives of the CT&L framework and how the infusion of some CT&L concepts into faculty coursework changed their teaching practices and/or their views on what it means to prepare teachers. The qualitative paradigm supporting this study is from an interpretive perspective, using symbolic interactionism as a means of understanding the experiences of the participants in this study. Fullan's work (1993, 1999) on educational change was used to understand the complexity of change and how lessons learned might be useful to others involved in programmatic teacher education change. Data were gathered using content analysis of program goals, course syllabi, assignments, a CT&L discussion board and other summary reports completed by faculty on their efforts at program change. In-depth interviews were conducted with six faculty members involved in program design and implementation, to addressed faculty understandings of CT&L and how they had implemented aspects of CT&L into their courses across the year. All tapes were transcribed verbatim. Constant comparative methods were utilized to analyze data, and trustworthiness was addressed through member checks, peer debriefing, and triangulation of multiple data sets across time. Pseudonyms were used to identify all participants. Results indicated that some faculty were more involved in the infusion of the CT&L framework than others. A key factor for the faculty was finding time among multiple commitments to build their capacity to change. To create change you must have 'buy in' from the majority of faculty and support of the administration. This resulted in some confusion and frustration for students. Negative student reaction to efforts and/or their rejection of ideas can have devastating effects on faculty. It was hard to take feedback, especially when a faculty member believed in the value of some experience. At best students did not see the value, and at worst gave indications that they would never use the approach. The enablers of change were opportunities to develop individual and collective capacities around the change efforts. Conversations with colleagues and with students confirming "we are doing something right" were powerful catalysts for change. In addition, the focus on using work sample methodology offered a framework for preservice teachers to consider student achievement as evidence of the impact of the physical education curriculum on students.