The roles of perceptions in instructional development and adoption processes were studied with regard to the attributes of three computer-based learning modules designed for use in weather-forecasting agencies as on-site training for forecasters. Twenty-nine forecasters were the potential adoption group studied as intended end-users. Seven instructional developers who had worked on the design and development of the modules were interviewed about their perceptions. In addition, 32 forecasters completed questionnaires about the modules. Developers tended to discuss the modules in terms of how they fit into the overall weather-forecasting organization, seeming to view the agencies as the potential adopters. Compatibility, complexity, and relative advantage were important perceptions in a forecaster's decision to adopt the learning modules, but the ability to conduct trials or observe results did not emerge as important perceptions for adopters. Implications for the adoption of technology are considered. Two figures and two tables illustrate the discussion. (Contains 24 references.) (SLD)