This paper describes a method of research to examine the process of effecting educational change through adopting innovative ideas. Twenty-nine elementary teachers in the process of adopting a complex curricular innovation were studied. Because of the complex nature of this process, ordering theory was used as the method for analyzing the adoption stages. Ordering, a method of defining both linear and non-linear sequencing, measures both sequential skill development as well as the degree to which positive attitudes are necessary in the adoption process. Results indicate that adoption involves four levels: formation of a positive attitude toward the innovation, acquisition of general knowledge and concepts, a combination of further knowledge and increasing positive attitudes, and refinement of knowledge and use of the innovation. The use of ordering theory was deemed appropriate in that it provides a more thorough analysis of the research data. Utilization of this research methodology should change the nature of research efforts and the way in which innovations are introduced into school systems. (KC)