“Course transformation” has been a hot topic in Physics Education Research for many years.  Since the mid 1800s, physicists such as Edwin Hall and Robert Millikan published on the value of course transformation, yet in both universities and high schools, it has failed to take hold at scale. I will discuss this phenomenon along with research focusing on how and why transformations fail even though we have always had a strong sense of what to do. Finally, I will present data that suggests some paths forward, focusing on the Physics through Evidence, Empowerment through Reasoning (PEER Physics) Suite.