Principals and teachers involved in implementing benchmark testing in a large, urban, midwestern school district progressed from lower to higher stages of concern during the 4 years of a longitudinal study. A random sample of the teachers and all the principals in the district's 49 elementary, 9 junior high, and 10 high schools completed the Stages of Concern Questionnaire before benchmark testing (evaluating the attainment of academic objectives by students at particular grade levels) was introduced in the district. The same group also completed questionnaires 2 years later and at the end of the fourth year of the program. The questionnaires identified which of seven levels of concern related to innovations were most intense for each respondent, from low-level concerns for the self through middle-level, task-related concerns to high-level concerns about an innovation's impact. Among the study's findings were that elementary teachers' concerns were of higher levels than those of secondary teachers, that knowledge about the innovation raised the level of concern, and that English and mathematics teachers' concerns were of higher levels than those of others. This report concludes with a discussion of the findings' implications and some factors possibly affecting the findings. (PGD)