Users of instructional innovations in civilian and military instructional settings were compared in factors that influence the adoption of new technologies for their respective learning environments. Administrators and instructors from Florida public school systems and the U.S. Marine Corps participated in qualitative, quantitative, and attitudinal surveys to measure their adoption behavior. A survey instrument and followup interviews measured Florida teachers' attitudes toward instructional television (ITV). Survey instruments and onsite interviews collected data from Marines. Instruments measured the quantity and quality of Training and Audiovisual Support System (TAVSS) operations and Marines' attitudes toward TAVSS policies and practices. Rogers and Shoemaker's "perceived attributes of innovations and their rate of adoption" were correlated with the quality and quantity of use and attitudes toward instructional innovations. When compared, the two groups showed the same types of adoption concerns. The quantity, quality, and attitude results were influenced by the degree to which the potential adopter of a technological innovation perceived it to be relatively advantageous to existing instructional products and procedures, compatible with the curriculum or training program, available for short-term tryout, instructionally measurable by observation and data, and free from unnecessary complexity. (Author/YLB)