Within the Concern-Based Adoption Model (CBAM), three key variables serve as tools for focusing on the individual teacher's progressive involvement in an innovative inservice education program. These three dimensions are: the teacher's attitude toward the innovation, changing level of use of the innovation, and perception of the innovation itself. In this report each of these dimensions is described, and illustrative research and implications are presented. A description of a current research activity in which these three diagnostic variables are being used is included. Several principles are listed as guidelines for designing and managing a CBAM inservice teacher education program. (JD)