 Lesson study shares some of the same challenges that are going to be inherent to any aspect of the Teaching American History program, but it has some benefits that aren't necessarily going to be there through other approaches. The challenges, you know, for most of our teachers, the teaching of history is something that may be a passion of theirs and an interest of theirs, but they're getting very little external encouragement to deepen their connection to teaching history. If they're a high school teacher, they're also a coach, and their administration is typically more interested in the team than in what's going on in the history class. If they're a middle school teacher, they're typically also a language arts teacher, and there's more emphasis on the language arts than on the history. If they're an elementary school teacher, there's more emphasis on everything else except for the history. That said, the collaborative nature of creating a mutual support group through throwing yourself into kind of a vulnerable situation together creates some bonds that support each other. In collaborative groups, you're always seeking to develop norms that affirm everybody in the group and keep the group moving on a forward-moving trajectory. That said, people being people, you know, there can be bumps in the road as to how groups work together. The thing about lesson study is that ultimately the proof is in the pudding. If students take off with the lesson, then you see that, and that tells you that that was a good strategy, that was a good approach. If students don't, then you see that, and that makes you reconsider. If teachers are talking about a lesson apart from students, their commitments to different approaches are personality-driven. When students are brought in, it's harder to say, I know that this strategy works if it doesn't or if it hasn't been tested.