Framed with concepts from the literature on educational innovations, the present study explored postsecondary students' and instructors' evaluative comments about ACTFL's Integrated Performance Assessment (IPA). In the research on the IPA to date, few scholars have explored these key stakeholders' perceptions of the framework, and a robust understanding of their perceptions is crucial for developing strategies geared toward fostering the IPA's uptake in a variety of foreign language education contexts. Data for the study were collected by means of instructor interviews, recordings of instructor professional development meetings, and a student questionnaire. Findings included comments about the format of the IPA framework, the content of midterm and final IPAs, the efficacy of the IPA framework, and studying for IPA-based tests. In light of these findings, strategies are suggested for those interested in implementing the IPA in their classrooms and programs.