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This is a narrative article, highlighting effective teaching strategies for teacher candidates at a four-year university in the South. The author examined preconceived negative notions teacher candidates expressed about being enrolled in a Math Block class and having to teach children about mathematics. After involving the teacher candidates in a hands-on series of classroom discussions and role playing related to problem-solving strategies, teacher candidates became excited about not only facilitating children’s exploration of problem-solving strategies but how much they thoroughly enjoyed themselves, engaging in hands-on lessons compared to rote and memorization skills they had experienced as children.