The Oxford Dictionary defines “expert” as “a person who is very knowledgeable or skilled in a particular area.” At the opposite end of the spectrum, the Oxford Dictionary defines “novice” as “a person who is new and inexperienced in a job or situation.” Both are relatively vague descriptions as it is very difficult to make a judgment on whether someone is expert or not due to many factors. These might include the issue of intrinsic knowledge, the amount of time spent studying the field, difficulties of subjectivity and objectivity, and even the transition from novitiate to proficiency. I will discuss three of the main methods identified as bringing expertise: the domain learning model, the traditional expertise approach, and the expert performance approach. I will also consider the effect of deliberate practice on becoming an expert. By carefully analyzing these concepts, I will attempt to break down the expert/novice teacher binary and critique it from within with careful consideration of current research trends, offering a deep and in-depth explanation of how novice teachers can become expert teachers . must understand the differences that separate beginners from experts. Although it is somewhat impossible to state declaratively what makes an expert and what does not, Glaser (1987, 1990; cited in Berliner, 2001) identifies various abilities attributed to experts that their less expert counterparts lack. For experts, this means more efficient methods of information processing, flexibility, automaticity, self-reflection and understanding. The Model of Mastery Learning (MDL) is an example of how a novice teacher can become an expert (Alexander, 1997; as cited in Alessandro, 2003). The MDL is a generalized model... half of article......ng and Teacher Education, 15, 631-651.Ericsson, K.A., & Charness, N. (1994). Expert performance: its structure and acquisition. American Psychologist, 49(8), 725-747 Ericsson, K. A., & Towne, T. J. (2010). Competence. Advanced Review, 1, 404-416.Expert. (n.d.) In Oxford Dictionaries Online. Retrieved March 31, 2014, from http://www.oxforddictionaries.com Feldon, D. F. (2006). The implications of competency research for curriculum and pedagogy. Educ Psychol Rev, 19, 91-110Flick, L. B., & Lederman, N. G. (2001). The role of practice in developing teaching skills. School of Science and Mathematics, 101(7), 345-347.Kreber, C. (2002). Excellence in teaching, competence in teaching, and scholarship of teaching. Innovative Higher Education, 27(1), 5-23.Beginner. (n.d.) In Oxford Dictionaries Online. Retrieved March 31, 2014, from http://www.oxforddictionaries.com