As part of a mixed-methods reconnaissance action research study, I assessed the impressions teachers had of using an innovation configuration for vocabulary instruction at an English education center in China. The quantitative data strand consisted of lesson artifacts and documents. The qualitative data strand consisted of semi-structured interviews with two teachers of English as a foreign language. Integrating both the quantitative and qualitative strands of data provided the following insights: (1) teachers had a positive impression of using the innovation configuration to address what they should cover for vocabulary instruction, (2) they used the innovation configurations to identify strengths and areas for improvement, and (3) they rethought how to structure their lessons to better engage students. These findings will be used to inform subsequent cycles of this action research project. These initial results, though, indicate that providing appropriate resources to stimulate teachers may prove beneficial in expanding their pedagogical knowledge.