This paper discusses the importance of considering the social context in which an instructional product will be used during the development process. It is contended that traditional instructional product development models are inadequate because they ignore social context. The use of inadequate traditional design models results in the development of instructional products that may be instructionally effective, but that are not desirable to potential adopters. Two emerging theories, Adoption Analysis and User-Oriented Instructional Development, are presented as tools that instructional developers can employ in order to increase the adoption of their products. The focus of adoption analysis is on the individual (user characteristics and perceived attributes) and organizational factors (physical environment and support environment) that could impede or facilitate the adoption and integration of a new technology. The importance of incorporating the emerging theories into existing instructional development models is described. The paper concludes by calling for a new vision of instructional development in which the success of an instructional product is measured by its successful adoption just as much as success is now measured by its instructional effectiveness. Six figures illustrate the concepts. (Contains 17 references.) (Author/MAS)