This article reports on a study investigating physical sciences teachers' stages of concern (SoC) profiles during the implementation of the curriculum and assessment policy statement (CAPS) in South Africa. Throughout reform implementation, it is conceivable that teachers go through different SoC, ranging from giving low priority to the reform (unconcerned stage) to being preoccupied about how they can improve the innovation (refocusing stage). Previous studies have not focused on mapping teachers' SoC profiles during reform implementation in South Africa. Using the concerns-based adoption model (CBAM), the SoC questionnaire (SoCQ) was conducted with 81 physical sciences teachers from 62 schools in a South African district in the fifth year of CAPS implementation. Self-concerns were found to be dominant among the participants. Multivariate analysis of variance showed no significant differences between teachers' SoC profiles and their years of experience with the reform. This suggests that any programs of support offered so far may have had no significant impact in shifting teachers' SoC profiles. The regular use of the SoCQ to monitor teachers' progression through different SoC is recommended. Programs addressing the teachers' dominant concerns may thus be developed based on these understandings, thereby increasing the chances of successful implementation.