The purpose of this study was to survey the Nuffield Science Teaching Projects' adoption and diffusion into British secondary schools. This report presents a narrative of the three-phase research strategy. The first year was of an exploratory nature aimed at elucidating the various forms that adoption and rejection of innovations could take, the characteristics which were likely to distinguish teachers who adopted innovations from those who did not, and communication aspects which might have influenced diffusion and adoption. The next phase covering the second year dealt with data collection mainly by means of postal questionnaires. A third phase involved the analysis of data with emphasis on comparisons of samples of adopting and non-adopting teachers and qualitative analyses of communication activities. A complete report of the results, including data tables and findings, is presented. (Author/CP)