The Concerns Based Adoption Model (CBAM) is the instrument used in this case study to evaluate the efficacy of the Understanding by Design (UbD) instructional framework implementation plan. Specifically, to evaluate the implementation process through teacher perceptions of local instructional reform. Data was used to determine what further local interventions are necessary to sustain usage of the pedagogical practice. The goal of transferring understanding from one key idea, in one discipline, to a wider scope with the intent of deepening student understanding. This evaluation will determine its positive impact on learning. Sustained through research in cognitive psychology and advocated by constructivist educational theorists, the UbD instructional framework was created as a vehicle for this pedagogical practice. The success of the UbD framework implementation plan can only be achieved if teachers fully understand its impact on learning and support the initiative in their classroom. Then they must be willing to re-evaluate and transform their pedagogical practice where necessary. The CBAM study encourages the recognition that change is a process, not an event. The existence of an "implementation bridge," first mentioned by Hall and Hord (2006), would serve as a path to guide each individual from their first introduction of the new program, UbD, to the attainment of anticipated student outcomes in all classrooms. Individuals need to allow themselves to be guided across the bridge by administration, which is tasked with providing what each individual staff member needs to successfully cross the bridge.