The Iowa Chautauqua Programme (ICP) was disseminated through the National Diffusion Network (NDN) of the US Department of Education as an exemplary model of professional development for inservice science teachers. As a result, several new professional development programmes, emulating the Iowa Chautauqua model, were initiated in diverse settings across the USA. Adhering closely to the principal features of the ICP, the Collier Chautauqua Programme (CCP) was developed in Collier County, Florida. Teacher concerns associated with classroom implementation of instructional innovations promoted by the programme were studied qualitatively during the first year of programme implementation. Data were collected through individual and focus group interviews, workshop and classroom observations, and pre-formatted teacher journals. These data were analysed using the stages of concern (SoC) of the concerns based adoption model (CBAM) as the conceptual framework. Results reveal intricate relationships between classroom implementation by teachers and programme implementation by the school district.
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