The Concerns-Based Adoption Model (CBAM) offers an approach to the study of change by focusing on the needs of individuals and describing their growth over time. Seven Stages of Concern (SoC) have been identified that occur as a teacher adopts an innovation: (1) little concern about or involvement with the innovation; (2) interest in learning more about the innovation, with little personal concern; (3) personal uncertainty about the innovation's demands, concern about adequacy to meet demands, and considerations of potential conflicts with existing structures or commitments; (4) concerns related to processes and tasks of using the innovation and the best use of information and resources; (5) attention focused on impact of innovation on students and changes needed to improve student outcomes; (6) concern focused upon coordination and cooperation with others regarding use of the innovation; and (7) exploration of more universal benefits of the innovation and development of possible alternatives. The concept of Levels of Use (LoU) deals with performance changes as the teacher becomes more familiar with an innovation and skillful in using it. Typical LoU teacher behaviors are: (1) nonuse; (2) information seeking; (3) preparation for use; (4) mechanical, poorly coordinated use; (5) routine use; (6) use integrated and coordinated with others; and (7) use established and effective alternatives sought. An example is given of the use of the CBAM in teacher education, and suggestions are made on the implications of research on change for teacher education. (JD)