Abstract Courses in teacher education programs are unique in that its structure sends messages to students about the nature of knowing and learning. Particularly, it is imperative that teacher educators structure their classes in a way that allow students to come away with a wider repertoire of epistemological beliefs about teaching and learning. Using Patrick and Pintrich's (2001) model of conceptual change, we examined a redesign of one of two sections of a large educational psychology course during autumn of 2013. The redesign of the course moved the lectures online where students can explore their understanding by taking self-assessments and making contributions to discussion boards, resulting in the freeing up of class time to allow for a broader array of active learning strategies (e.g., case study analysis) in order to identify and challenge students' epistemological beliefs, promote a deeper conceptual understanding of the material, and a greater exploration of what it means in their own classrooms. Results indicate that students engaging with the course congruent with its intended design experienced increased learning. ********** Students' epistemological beliefs play a role in how students study and subsequently learn (Muis, 2007). While addressing epistemological beliefs associated with superficial learning strategies may be key to address given learning outcomes in any discipline, it is particularly important in the field of education where students often go on the be teachers themselves. For example, the Educational Psychology Division of the American Psychological Association's Committee on the Teaching of Educational Psychology (Anderson et al., 1995) called for prospective teachers to have a fundamental understanding of the principles of the field. They noted that a theoretical understanding of the underlying processes can serve as a guide in navigating the multidimensionality, uncertainty, and complexity that is teaching. Of most relevance here, the committee provided a list of five recommendations for structuring tasks in educational psychology classes. Specifically, tasks should: (a) provide multiples representations of key ideas across situations; (b) be as authentic as possible without overwhelming students; (c) make explicit prospective teachers' beliefs, and to engage them in explaining their own beliefs as well as considering alternative viewpoints; (d) create opportunities for interaction between peers and the instructor; and (e) be assessed in ways that are congruent with other considerations such as not discouraging risk-taking. It is worth noting that the theme running across the recommendations is that courses in educational psychology should be designed in ways that adhere to the very principles of the field educational psychologists purport to be of importance. In other words, teachers of educational psychology must the walk in addition to talking the talk--the structure of the course is itself instructive. In this paper, we describe a few of our attempts to challenge some of the conventional views our students bring to their teacher education programs. Theoretical Background Beliefs have been described using terms such as sophisticated/naive, appropriate/ inappropriate, or adaptive/maladaptive resulting in labels with negative connotations and implied judgment. However, Muis (2004) noted that beliefs that may be maladaptive in one context may be adaptive in another. For example, superficial learning strategies may be adaptive for passing a midterm exam, but maladaptive in terms of transfer of learning to the work environment. Thus, she proposed describing beliefs in terms of whether they are availing or nonavailing on a continuum. Availing beliefs are those associated with increased learning outcomes while nonavailing beliefs are those with no, or negative learning outcomes. Prospective teachers possess well-developed beliefs about knowing and the nature of learning complete with a complementary repertoire of strategies to assist in navigation of their education programs (Pintrich, 2002). …