Earlier research by the Concerns-Based Adoption Model Project at the Austin campus of the University of Texas has identified seven "Stages of Concern" that teachers and other front line users of classroom innovations could have. This study examines, first, whether principals have the same or similar stages of concern about their change facilitator role, and, second, if they have distinguishable concerns, how these concerns shift as the change process unfolds. A brief review of concerns theory is followed by a description of the measurement procedures and a summary of the study design. A series of five short case studies are presented, accompanied by summary charts, to illustrate how change facilitator "Stages of Concern" looked and shifted during the period of the study. The researchers found that, while change facilitators' concerns are different in content from those of teachers, the overall concerns dynamic seems to be the same. A discussion of implications and of possible next steps for research and practice concludes the paper. (Author/MLF)