An approach to designing diagnostic/prescriptive staff development programs for bilingual education, in which bilingual education is viewed as an innovation in the process of change, was explored. The aims were to: provide a method for defining bilingual programs in progress and determining the degree of implementation; determine teacher concerns; determine the levels of use of such programs; and draw conclusions from study results to aid in staff development for bilingual education programs. The Concerns Based Adoption Model (CBAM), designed to conceptualize and facilitate educational change, provided the framework within which an investigation of bilingual programs in four school districts was conducted. CBAM postulates two dimensions along which individuals grow as their familiarity with and use of an innovation increases: Stages of Concern About the Innovation and Levels of Use of the Innovation. Two questionnaire and interview instruments developed by CBAM, supplemented by two additional instruments to obtain more specific information regarding teachers concerns about bilingual education programs in their district and patterns of the programs' use, were used in the study. Results indicate that, with modifications, CBAM can be used by school districts to improve the effectiveness and productivity of their bilingual education programs. (Author/AEF)