This talk will trace the timeline from when the author became aware of PLTL, underwent conversion from an agnostic to a true believer, applied PLTL to the honors-level general chemistry course he taught with Alan Crosby, spoke about the workshop materials that were generated, convinced other faculty members to consider its application in other chemistry courses, and watched its disappearance upon his impending and, then, actual retirement from active teaching. The experience has convinced him that PLTL is an important pedagogical approach for the students, and is of inestimable value to the peer leaders. It also demonstrates that educational innovations are driven exclusively by local champions regardless of the merit and effectiveness of the programs.