The successful implementation of an innovation--information technology in this instance--is a process that is developmental in nature, and a highly personal experience for each teacher. Thus, for any change to be successful, the concerns of each individual teacher must be taken into consideration when intervention strategies are developed. Hall, George and Rutherford define concerns as the feelings, thoughts, and reactions that individuals have about an innovation or a new program that touches their lives. Hall, Wallace and Dossett developed the Concerns-Based Adoption Model (CBAM) to measure concerns as individuals' progress through the adoption of an innovation. Over the past several decades, CBAM has been used to assess technology integration effectiveness in various settings. This research brief emphasizes those studies that have gone beyond short-term implementation and low-level concerns, resulting in a deeper look to determine the uses of CBAM as a theoretical framework to study technology integration in mathematics and science.