This paper describes how individual teachers, who were the target of an implementation effort, changed over a two-year period in their use of and concerns about a new approach to discipline. The main focus of this paper is the measurement of the change process, in contrast to other papers that describe the change effort and analyze the interventions made. Two variables used to monitor changes in individuals involved in the implementation effort are major dimensions of the Concerns-Based Adoption Model (CBAM): Stages of Concern About the Innovation (SoC) and Levels of Use of the Innovation (LoU). SoC data were collected six times and LoU data five times. Changes in teacher concerns and use levels over the course of the implementation effort were measured and analyzed for the 42 teachers who had participated in the program throughout its two-year duration. The findings report (1) changes in the variables (LoU and SoC) of the entire sample between data collection periods; (2) how changes in the variables of teachers who eventually became nonusers of the program differ from those who remained users; (3) differences in the variables between different teaching teams; and (4) patterns in the changes in the variables of the individuals within the sample. (Author/MLF)