High school teachers of reading, mathematics, social science, and science participated in a faculty development program, Teaching Reading in Content Areas (TRICA). A focused interview system, Levels of Use of Innovation (LOU) measured the extent to which teachers used TRICA in their classrooms. There are eight levels of use: non-use, orientation, preparation, mechanical, routine, refinement, integration, and renewal. Each level is operationally defined by seven categories: knowledge, acquiring information, sharing, assessing, planning, status reporting, and performing. Interview data collected from 27 teachers indicated that 25 were using TRICA, mostly at the mechanical level. Teachers were most confident using the TRICA strategies labeled structured overview, vocabulary development, and grouping. Teachers focused on events related to the immediate use of TRICA, rather than on long-term effects, and were more concerned about facilitating instructional methodology than with meeting individual student needs. Results favored the use of TRICA and were consistent with previous research. (CP)