This study examined the concerns of U.S. secondary teachers regarding the adoption of learning management systems (LMSs) utilizing the concerns-based adoption model (CBAM). The stages of concern questionnaire used enabled the strength of teacher concerns to be measured for seven distinct stages of concerns: awareness, informational, personal, management, consequence, collaboration and refocusing. The results reflected a general lack of awareness about the LMSs and strong faculty concerns for managing the innovation, for their personal adequacy to adopt the LMS and for more information on implications for their practices. Based on the research findings, appropriate support and intervention methods are proposed to address these concerns, including the provision of more information and positive examples related to integration of LMSs, professional development targeted at addressing individual concerns, and incentives for incorporating the innovation into curriculum to improve teaching and student outcomes.