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Our data supports the assertion that a tutor training program can successfully engage our 'future colleagues' in reflecting on their teaching and shift their practices to a student-centred perspective. However, many sessional staff either do not undertake such training or do not complete it. We suspect that this lack of participation is caused by a raft of pressures and agenda in the career paths of the postgraduate students, many of whom serve as our sessional staff. Understanding the factors that are impeding participation is critical in creating a positive shift in attitudes with respect to teaching and learning practices not only among the trainees but within our discipline culture, science. Reflecting critically on the institutional climate and our objective to change the way that science academics view teaching and learning has left us with serious questions about the value of what we are doing in this training program.