Marine education has been a crucial agenda addressed in both elementary and secondary school curricula. Due to the interdisciplinary nature of marine education, most teachers lack related subject matter knowledge and are unfamiliar with the pedagogies. Various literature reviews have revealed obstacles hindering teachers from carrying out marine education, and therefore a professional development program was designed in this study to meet teachers’ demands. The program was based on the framework of the Concerns-Based Adoption Model (CBAM), which not only can be used to probe educational innovations, but also provides customized consultation in response to individual requirement. Three tools were used to interpret the effects of intervention: Stages of Concern (SoC) questionnaire reveals the affective changes; Levels of Use (LoU) interviews record the behavioral changes; and Innovation Configurations Map (IC Map) demonstrates the content of teaching. Professional development workshops and on-line platforms were held to recruit long-term participants from different levels of schools who cooperated with the research team. Presentations to participants’ classrooms were carried out, and hands-on activities as well as equipment were designed or provided according to individual requirements. Thus, customized needs were satisfied through lengthy discussions between participants. Apart from the data, classroom observations, interviews, and on-line discussions were collected to ensure the validity of the study. For the behavioral aspects, the results show that all participants’ LoU advanced to higher levels; their LoU reached IVA and above, and six of them even hit the highest level, indicating all of them can carry out marine education routinely. For the perceptions about marine education, however, not all participants’ SoC manage to enter into higher stages. Moreover, IC indicates the diversified modes of marine education observed from individual teachers. Based on these findings, the researchers argue that change of teaching is “a process resulting from communication and coordination,” indicating that stakeholders must seriously take individuals’ needs into account and provide customized professional development projects for teachers.