The Cupertino-Fremont Model Technology Schools (MTS) Project was designed to provide teachers with working knowledge and access to technology while achieving an ultimate goal of integrating technology into instruction to develop students' higher order thinking. By the end of the project's third year, 15 months of research had been completed to determine if the MTS model was appropriate for the other sites and to know what to expect in developing other site implementations. Section 1 attributes differences in the three school's implementation processes to different grade spans (K-6, 7-8, and 9-12), faculty characteristics, administrative leadership, and evolution of project staff roles. Demographic facts for each school are provided. Acquisition, use, leveraging, and pooling of resources as well as project staff roles and professional development activities are discussed in section 2. Section 3 reports findings from questionnaires answered by 105 of the participating teachers to find out how frequently they used technology, which types they used, and how teaching and student attitudes were changed. Three tables illustrate survey results. Section 4 describes student, teacher, and school role changes and changes in district organization. Five sidebars supply additional project insights. (EJS)