In the past two decades, a large body of research has examined the differences between novices and experts in subject areas ranging from physics to poetry. Yet research on developing expertise has found no "magic bullet" in becoming an expert and has concluded that innate talent plays a less prominent role than previously imagined. Various studies on developing expertise suggest that the most important factors are a willingness to put in huge amounts of deliberate practice and the ability to maintain this effort when confronting obstacles. Furthermore, evidence suggests that persistent and deliberate practice causes changes in the structure and function of the brain. This convergent research from the domains of expertise, neuroscience, and motivation empowers teachers by engendering the optimistic view that most of their students can learn well if they put in the hard work and persevere in the face of obstacles. Effort can create ability. (Contains 12 endnotes.)