This paper discusses the challenges and difficulties of adopting new "authentic" methods of instruction that help students not only learn but also develop habits that enable them to use their knowledge more effectively. "Authentic" methods of instruction are defined as those that require students to produce (not just reproduce) knowledge relevant to their lives through disciplined inquiry, and to achieve in ways that are of value to themselves and to society. A challenge to implementing authentic instruction is daily time constraints. Traditional school-day structure, with six or seven 45-minute periods, allows students to have a broad range of experiences but does not allow them to examine any single aspect of the curriculum in much depth. Ways for teachers to achieve authentic instruction within the traditional schedule are suggested, providing extra "quality" time with students rather than more actual time by reprioritizing curricula and methods to study fewer topics but in greater depth. While such restructuring may be difficult for teachers, the results decentralize the classroom and encourage a more challenging and collaborative environment for students to learn how to use knowledge not merely possess it. Traditional and authentic methods are contrasted in a short unit in U.S. History, and authentic lessons in other disciplines are suggested. Traditional methods should not be totally abandoned, but they must become secondary to more authentic ones if teachers are to engage students in work that is valuable in realistic settings, to raise the expectations of students, and to challenge them to think more deeply than they traditionally have in school. (ND)