This article explores the question of how engaging in teacher inquiry within the context of a school-university partnership influences teachers' use of technology to enhance student learning. While striving to meet the National Educational Technology Standards (NETS) and performance indicators for teachers (Information Society for Technology in Education, 2000b) and students (Information Society for Technology in Education, 2000a), classroom teachers need to be supported in their efforts to infuse technology into curricula and classroom practice. Such a mammoth undertaking demands a process of job-embedded staff development.