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This progress report delineates processes and procedures in assessing changes in teacher attitudes and behaviors as they utilize the Internet for the first time in curriculum development and delivery. The setting is a north Texas rural district serving 1,320 students. The sample included 66 teachers in the middle school and high school. Quantitative data on the Stages of Concern Questionnaire were elicited electronically at three checkpoints during the semester (January, March, and May). Quantitative data on the Levels of Use were elicited in face-to-face interviews at the same three checkpoints. Concurrently, all teacher participated in a project listserv which provided structure for professional colloquy and qualitative data for analysis. The model provides a framework for the study of change processes relating to various innovation configurations. (Author/MES)