A case study was conducted to seek improved understanding of processes related to teachers' adoption of two classroom-based computer technologies--networked computer-assisted instruction (CAI) and desktop computer multimedia resources--at a selected magnet elementary school. A Stages of Concern Questionnaire was used to gather quantitative data, and interviews with four selected teachers provided qualitative data. The research focused on identifying and describing teachers' self-initiated or voluntary individual and collegial adoption-related activities and on understanding the part such activities played in promoting progression for the innovations through the Concerns Based Adoption Model (CBAM) stages of concern. Qualitative analysis identified two general categories of individual voluntary adoption activities related to several stages of concern including the informational, personal, management, and consequence stages: (1) voluntary investigation of new computer resources (software, devices) for students to use, and (2) voluntary experimentation with altered teaching methods, student work, and classroom physical and procedural arrangements to integrate technology into the learning process. The analysis also indicates increasing collegial interaction among adopting teachers over time related to information, personal, management, consequence, and collaboration concerns. The evolution of teachers' concerns and their voluntary adoption activities are interrelated with their advancing experience with increasingly complex and powerful computer resources over time. An appendix includes the interview script. (Contains 50 references.) (Author/SWC)