A study measuring perceptions of participants in social studies textbook adoption for Georgia school districts investigated how participants' attitudes and perceptions correlated with textbook adoption. It was hypothesized that school systems would adopt new social studies materials which were perceived by members of the textbook adoption committees to be high in relative advantage, compatability, trialability, observability, and low in complexity for teachers and students. The method was to analyze 289 materials information questionnaires sent out to 384 people who served on social studies textbook adoption committees in Georgia school systems in 1977. Questions concerned innovative materials which were rejected by the committees as well as materials which were adopted. Findings indicated strong correlations in expected directions between respondents' perceptions that: (1) the material was better than previous material; (2) student learning would be greater; (3) the approach or methods were needed; (4) learning would be observable to the teacher; and (5) teachers and students would be willing to adopt the new material. Additional research is recommended on processes of educational decision making. (Author/DB)