This study summarizes data collection activities associated with the first two years of a large scale project involving teachers of science and mathematics with computers. The innovation being implemented in the project is that of using computer based strategies directly in the teaching of science and mathematics in the classroom and laboratory. During the summers of 1986 and 1987, two separate populations of inservice science and mathematics teachers participated in workshops designed to assist them in the use of computer based activity teaching for their classrooms. Each group followed a project orientation rather than traditional strategies in learning how to employ computers in the teaching of science or mathematics content. Each group completed the SoCQ instrument developed from the Concerns Based Adoption Model. Responses were collected during pre-, post-, and post-post-sessions. For the first year's group significant reductions in concern were observed using t-tests for three of the "Stages of Concern," with "Refocusing" the only stage to emerge as significantly more of a concern at the conclusion of the workshop. Post-post responses differed very little and nonsignificantly from the post responses. (Author/TW)