Many hidden assumptions, attitudes, and procedures are practiced routinely in schools without much thought or analysis. One possible explanation for their occurrence is that educators become comfortable with familiar routines and believe they must be doing OK because that's the way schools have always operated. Another likely possibility involves a combination of factors including a lack of time, expertise, energy, or money to look thoughtfully into these issues. In this article, the author asserts that education and psychological professionals must remain open-minded to the possibility of questioning their policies and practices. She discusses two hidden obstacles to change: (1) blaming the student; and (2) disincentives.