Promoting the adoption of an alternative pedagogy can be a difficult process. Many professors are not interested in significantly modifying how they teach their course. Those that are interested in pedagogical reform still have concerns that must be addressed before or during an implementation. This paper presents a case study following the stepwise adoption of an alternative pedagogy, with special emphasis on the insights given by the adopting professor. Adoption related literature reveals that data has limited use in convincing people to adopt new technologies or techniques. While the literature also makes it clear that early adopters are in some way disposed towards innovations, our case study indicates that adopters can be developed through a process of awareness building, both of the need for and the process of the innovation. (Contains 2 figures and 1 table.)