Every teacher has felt the exhilaration of watching students “get it” and the subsequent frustration when students struggle to recall or apply that learning just days later. Increasingly, the science of learning is helping us change that pattern by teaching in ways that acknowledge how the brain encodes new information, what promotes retention, what triggers overload, and how knowledge transfers to new contexts. Yet too often we see the same old patterns in professional learning. We fall into a paradox of teaching learning science principles without embedding them in the experience itself. In doing so, we unintentionally model the very instructional missteps educators are cautioned to avoid. This undermines transfer, weakens implementation, and contributes to initiative fatigue. This disconnect is particularly problematic for new teachers,