The federal government has responded to public interest in science education by supporting the development of science curricula, but a 1978 survey reports a low extent of actual use. A conceptual model which provides insight into the individual concerns that teachers adopting a new program might express was employed in a study of science teachers adopting ISCS. Recommendations for implementations, based on study findings are: Strategies for implementation should be correlated to concerns and should change as concerns shift; training in skills should be graduated and continuous; personal support is essential; and, furthermore, evaluation of effects should be delayed until early teacher concerns have been resolved. The concerns concept seems a promising tool for understanding critical problems of an adoption process. It can be useful in guiding the implementation of educational innovations by helping to alleviate trauma individuals face when confronted with such change.