This study identifies and considers the essence of transformation occurring in the teacher's thought toward education. It specifically examines an elementary school 6th grade class that teaches the function of the lever using the OPPA method. Previous studies have validated that using OPPA in a class leads to improved teaching. These studies have also taken a serious look at the teacher's thinking in the process. Our paper identifies three cruxes: the awareness of teachers that they need to reflect on their own educational practice which is prompted by OPPA, the identification of perspectives for improving teaching that are tailored to the condition of the student, and the transformation of the teacher’s identity brought about by the perception of student learning as momentarily visualized (through OPPA).