For four years research has been conducted on the Concerns-Based Adoption Model. This model proposes a diagnostic/prescriptive process for guiding change in schools with the focus being on the individual teacher and what happens to her/him during the change process. Two important dimensions of the model are Stages of Concern about an Innovation and Levels of Use of an Innovation. Data on these dimensions have been collected from schools and teachers around the country and analyzed. This paper reports on how these dimensions were measured, the results obtained, and the implications from educators responsible for guiding change in schools. (Author)