In the context of large-scale primary and secondary school innovation projects in Belgium and the Netherlands, this paper examines the adaptation and construction of a version of the SoC-Questionnaire (SoC-Q) for Teachers. The SoC-Q was adapted from the Concerns-Based Adoption Model designed to identify teachers' concerns about an innovation. The paper also presents findings, discusses the use of questionnaires in large-scale projects, and describes ongoing research. Factor analysis of the questionnaire provides several subscales: awareness, personal/informational, consequences for pupils, management, collaboration, and refocusing based on experiences with pupils. These subscales provide a basis for comparing the findings of the original and adapted SoC-Q's. Teacher profiles derived from this questionnaire illustrate how these data are used within the framework of large-scale projects and allow the formulation of some general conclusions concerning innovation implementation. The study assumes such projects are influenced by five characteristics: the innovation itself, innovation policy, school organization, interventions/strategies, and teachers. These characteristics are used to develop semistructured interviews analyzed in conjunction with SoC-Q's. Five tables focus on the SoC-Q. Nine figures provide data on the development of teachers' concerns during innovations and implementation factors. Three appendixes provide an overview of the subscales, followup data, and an analysis of a first interview. (PB)