The results of the first year of a three-year longitudinal study of the adoption of a new Practical Action Curriculum by Ohio Vocational Home Economics teachers are reported. The purpose of the study was to investigate (1) the teachers' Stages of Concern about adopting the curriculum; (2) the factors that affected the teachers' degree of adoption of selected curriculum sections; (3) the relationship between the teachers' Stages of Concern and their degree of adoption of the selected sections. Teachers scored high on concerns at the Informational, Personal, and Consequence levels. They wanted more information about curriculum benefits, resource availability, and effects on students. Attendance at inservice sessions and participation in curriculum writing workshops were both related to the degree of curriculum adoption. The Stages of Concern level of the teachers was also significantly related; the higher the scores on the stages of Consequence, Collaboration, and Refocusing, the greater the degree of adoption. Administrators and supervisors planning to implement curriculum changes should involve teachers in the curriculum development process and provide a variety of inservice opportunities. The Stages of Concern Questionnaire can identify specific concerns to be addressed at the inservice sessions. (GJ)