In this article, author Bill Robertson describes how and why he changed his perspective on teaching energy transformation. This topic can be very challenging for elementary students and for teachers as well. Robertson provides background information and suggests a non-traditional approach to the topic. Typically we use labels such as elastic potential energy, sound energy, or kinetic energy to describe forms of energy. Robertson suggests that we instead look for evidence that energy is present or moving within a system. An inflated balloon has energy "as evidenced by new shape." This energy can be transferred to the air when the balloon is released "as evidenced by motion of air." This search for evidence will help students with the challenging task of explaining the phenomenon of energy transfer. Robertson acknowledges that there are times when labeling forms of energy is useful. It is important for educators to consider the challenges of labeling energy when developing lessons, especially in elementary school. This article might be used as a component of professional development in districts adopting the Next Generation Science Standards. An in-depth discussion of how energy transfer is currently being taught, and how the concept is addressed in NGSS might be useful before introducing the article.