A longitudinal study was conducted which focused on the concerns of elementary school teachers who were involved in implementing the Science Curriculum Improvement Study (SCIS) curriculum. Two major questions were addressed: (1) Do stages of concern exist? (2) If so, are they developmental? The sample consisted of teachers attending summer workshops in 1974 (N=15) and 1975 (N=38). Concerns were assessed five times (including before and after the training workshops) using the Stages of Concern Questionnaire (SoCQ), a Likert-type instrument developed to measure seven hypothesized stages of concern. The SoCQ consists of 35 statements (five items for each stage) which allow respondents to describe a concern they feel at a given point in time. The seven hypothesized stages are awareness; informational; personal; management; consequence; collaboration; and refocusing. Results indicate that individuals in this sample followed a general developmental trend from being more intense at the lower stages of concern to becoming more intense at the higher stages of concern and that management concerns never predominated any group. Other findings (such as comparisons between teachers attending the two different workshops) are reported and discussed. (JN)