This study seeks to explore how individuals make sense of an upcoming educational change after they experience a cognitive dissonance state. The data of this study included reflective essays of fifty-two prospective teachers about an impending educational change initiative. The results of the qualitative data analysis revealed that three change related dynamics shaped the perspectives of the participants such as; individual side of change, organizational side of change and management of change. The participants found the change plan substantially beneficial in terms of individual and organizational matters while they shared their concerns about the appropriate implementation of the change by the responsible administrative units. This research contributed to the change literature by combining cognitive dissonance theory and individual sense-making process in examining their role in how people react to a planned educational change initiative. Conclusions, implications and recommendations are discussed. [Note: The page range (719-742) shown on the PDF is incorrect. The correct page range for this article is p719-741.]