The purpose of this study was to establish guidelines for the instructional technology elements of preservice and inservice teacher preparation programs as well as standard technological competencies for their K-12 students. To establish benchmarks reflecting preservice and inservice training needs, four analysis approaches were conducted, and data were triangulated using a qualitative pattern-matching approach. Analyses included: (1) a critical review of prominent guidelines (both national and for the state of Florida); (2) key informant meetings conducted with educators from surrounding school districts; (3) an instructional technology teacher preparation survey; and (4) a review of instructional technology literature to establish current trends in instructional technology uses in public education. The analysis revealed that the following areas were critical for preparing preservice and inservice teachers to become leaders in instructional technology: state-of-the-art laboratories; preservice teacher preparation; graduate-level preparation; higher education faculty or teacher peers as models; and inservice and outreach. Benchmarks were established for all five areas and are currently being used at the University of West Florida in: preservice teacher training, a graduate program in instructional technology, faculty development, outreach, and upgrading equipment for the laboratories. Effecting change in preservice teacher preparation and in K-12 education requires a set of clearly defined systemic benchmarks as provided through this study. (Contains 14 references.) (AEF)