Not only did we have to convince faculty and students that "active and engaged" learning would make for better education-a major "culture" transition-we had to create the learning spaces that would support these changes. Hafferty, in confronting hidden curriculum, has suggested that medical school is a "learning space", which sends messages to students and teachers (1). In sum, we defined the "problem" as an "opportunity" to engage students, faculty, and leadership in a process to transform the learning culture to learner-centered and this included creating a teaching-learning space to fit.