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This paper presents the partial results of a case study of an experienced university physics instructor as he attempted to change his instructional practices. Although this instructor appeared to have all of the prerequisites for successful change, he still encountered difficulties. Four factors were identified that limited his ability to change: (1) an implicit instructional model constrained thinking; (2) a lack of how-to and principles knowledge of instructional strategies limited successful implementation; (3) overly optimistic initial planning led to discontinuance; and (4) a desire to work within perceived external constraints limited options.

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