Teaching required mathematics courses poses a challenge to teachers at all levels. Many of these difficulties are the result of cultural attitudes in the United States that make it socially acceptable, even trendy, to lack mathematical knowledge. Most of our students are aware of the inherent value of mathematics; but because mathematics is a subject that requires hard work, they choose to deny its importance. Our challenge is to somehow motivate students to take responsibility for their own learning. This goal is most effectively accomplished if students convince themselves that mathematics is interesting and useful.