Student success depends on teachers' love of the material and their willingness to impart that love and knowledge to students. However, when content matters more than anything else, teachers are distracted from using methods or strategies that improve student learning. It also harms students and faculty, as neither reaches their full potential. Some teachers believe that the best way to improve their teaching is to develop their content knowledge. When teachers have this view of teaching, they end up with high levels of knowledge, but lack the teaching methods and strategies necessary to transmit their knowledge to their students. Content knowledge is not more important than process knowledge, both are essential. What we teach and how we teach it are very important to each other. Although both types of knowledge are essential, developing one does not improve the other. Content knowledge can be improved through further study, but if the strategies used to convey this knowledge are poor, teaching will remain ineffective. Teachers tend to try to blame their ineffective teaching on everything imaginable, from students to lack of materials. It is ultimately the responsibility of teachers to combine content knowledge with process knowledge to ensure classroom success. The best teachers may not always have the strongest content knowledge, but they know their material and know a lot about the process as well. They have multiple teaching methods, strategies, and approaches at their disposal – a collection that they continually work on, while building their content knowledge. They appreciate the importance of the power of process in determining student learning outcomes. Today's standards are in the middle of paper......at school. In L. Darling-Hammond (Ed.), Schools of professional development: Schools of developing a profession (pp.56-80). New York: Teachers College Press. Ornstein, A.C., Thomas, J., & Lasley, I. (2000). Strategies for effective teaching. New York: McGraw-Hill. Shulman, L. (1986). Those who understand: Growth of knowledge in teaching. Educational Researcher, 15 (2), 4-14.Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1-22. Shulman, L. (1992, September-October). Ways of seeing, ways of knowing, ways of teaching, ways of learning about teaching. Journal of Curriculum Studies, 28, 393-396. Weimer, Maryellen (November 2007) Content Knowledge: A Barrier to Teacher Development, The Teaching Professor, Volume 21, Number 9, p.. 4