It is well established that many teachers are resistant to take up the messages of reform if these messages require them to substantially shift their teaching practices. What accounts for this resistance? One well established explanation is that teachers lacks the self-efficacy required to attempt something new in their teaching--they simply do not feel capable of effectively enacting the messages. However, there are a host of studies describing teachers with high self-efficacy who remain resistant to messages of change. The purpose of this article is to address the gap in the application of self-efficacy to understand the change or lack of change of science teachers' practice through the introduction of a related construct, "pedagogical discontentment." This construct reflects a state of cognitive conflict that exists when an individual recognizes a mismatch between her/his science teaching pedagogical goals and classroom practices. One potential result of this mismatch is that a teacher problematizes her teaching practices, prompting an increased receptivity to reform messages. Building on existing literature, we present vignettes of four hypothetical teachers who exemplify variations of pedagogical discontentment. When combined with self-efficacy, pedagogical discontentment provides a useful lens to understand teachers' consideration and adoption of messages of reform.