In 2001 the National Association for Girls and Women in Sport NAGWS) mandated rally scoring for all Women's Intercollegiate Volleyball matches. Rally scoring was defined as "When a team fails to serve properly, return the ball, or commits any other fault, the opponent wins the rally and scores a point. If the receiving team wins the rally, it scores a point and gains the right to serve" (NAGWS, 2001, p62). At the same time the number of points needed to win was extended from 15 to 30 (games 1-4), and from 15 to 25 for game 5. How coaches made sense of rally scoring and adjusted their coaching and playing strategies during their first season using rally scoring was the focus of the study. Change literature (Sparks, 1987) that found persons are particulary resistant to change when they believe the changes are impractical and incompatible with their own professional and personal goals framed this study. Six Midwest university head women volleyball coaches (4-Division I,2-Division III)whose teams played in the 2001 NCAA Volleyball Tournament participated in a semi-structured interview study. Individual interviews were tape-recorded and later transcribed by the researcher. The transcripts were inspected for themes that appeared most common to most or all of the coached (Lincoln & Guba, 1992). The themes were: "Nothing is quite the same as before", "Assistants are very useful", Advantage or not depends", and Adaptions I have made". In general, coaches had difficulty discerning when to call time-outs, how to gage momentum gained by the other team, and what type of serve to use; utilized assistant coach if knowledgable; perceived any advantage of rally scoring on their perception of team strength (offensive or defensive); and finally changed practice conditions and serving strategies to accommodate rally scoring in games. The findings illuminate perceptions of change in coaching strategies, concerns and issues and reveals areas in need of further investigation. Implications for intercollegiate and interscholastic coaches including obtaining additional training, attending clinics, changing practices to include "game-situation" drills will be shared.