The Innovation Configurations approach is a way of measuring what aspects of a staff development training program are actually being put into practice. Unlike other methods of measuring implementation (and particularly those used in the evaluation of bilingual program implementation), it does not focus on outcomes but instead answers the questions: (1) "What is the innovation?" and (2) "How is it being used?" The procedure involves five basic steps: (1) reading descriptive materials, interviewing the developer or program facilitator, and developing a tentative list of components and variations; (2) interviewing and observing users to get a concrete image of how they implement and interweave the components; (3) in new discussions with the developer, clarifying the most important components, verifying variations, and resolving discrepancies between developer and user viewpoints; (4) collecting data through interviews, observations, and/or self-administered checklists; and (5) analyzing data. Following these descriptions of the Innovation Configurations approach, the document presents a case study of its application to an ongoing bilingual education trainer of trainers program in San Diego, in order to determine what aspects of the training have actually been implemented by trainees before a "coaching" treatment is applied. (The school district profiles thus derived are to be used as baseline data after the coaching component has been completed.) The training program is described, the development of a checklist is outlined (two drafts are appended), and results of interviews with and observations of trainees are presented. And finally, unresolved problems with the approach are discussed and conclusions and recommendations are presented. (CMG)