Faculty members' decisions to alter teaching practices is often driven and restricted by both institutional and personal factors [1]. When examining these factors, faculty make judgments as a mechanism to evaluate the cost-benefit of enacting such a change. Behavioral economics concepts, such as satisficing, meliorating, path dependence, and bounded rationality [2], provide a lens to examine if and how faculty decide to alter a teaching practice or implement an evidence-based instructional practice. This special session engages participants in an agent-based simulation to examine faculty members' responses to stimuli that may affect their decision to change their instructional practices. The simulation will result in a model that can be used by faculty and instructional specialists to further analyze and support the use of evidence-based instructional practices.