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The purpose of this phenomenological study is to explore and describe teachers’ and students’ experiences with shifting towards decentralized decision-making where the students and I would share the responsibility with my students for making instructional decisions. Using a post-intentional phenomenological research approach developed by Vagle (2010), I chose to describe what it was like for me, a veteran teacher, a colleague, and my fourth grade students to experience a change in our practice. My desired change was to relinquish control to my students over the instruction in our classroom. This research approach includes the philosophical notion of intentionality described as the relationship between a person and the objects of his/her experience (Dahlberg, Dahlberg, & Nystrom, 2008). Furthermore, post-intentional phenomenological research acknowledges that intentionality is not stable, and instead tries to capture a tentative understanding of people’s intentional relationships (Vagle, 2010). Through the analysis, I discovered two tentative manifestations within the phenomenon of interest. The first manifestation was persecutory guilt, which was barrier to my change effort, but the second manifestation, relinquishing control, assisted with the change process. The content of this study should prove to add to the literature about the actual experience of changing one’s practice. It also provides an entry point for discussion amongst practitioners, administrators, staff developers, and teacher educators.