This research brief answers questions about the in-service training of teachers to use educational technology and offers models of exemplary programs in practice. Only 5% of the teaching force can be considered exemplary technology users, and it is recognized that becoming an accomplished integrator of technology into instruction is a complex and time-consuming process. Successful integration does seem to be related to training. Teachers need formal training in basic operation of computers, integration of software into existing lessons, integration of technology-based instruction into curricula, classroom management activities that allow computer use in school, and other aspects of educational technology. They need administrative and technical support as they learn about computers. Training should be easy, continuous, practical, and accessible in a three-tier approach that begins with learning to operate the computer, moves through learning to integrate the technology into the curriculum and classroom, and then involves annual skill updates. Model training programs from the following sites, several of which are urban, are described: (1) Monterey Unified School District (California); (2) Webster Elementary School, St. Augustine (Florida); (3) Calcasieu Parish Schools, Lake Charles (Louisiana); (4) Northshore School District, Bothell (Washington); (5) Chesterfield County School Division (Virginia). The Chesterfield County program consists of a three-level teacher training program that provides stipends for teachers who instruct other teachers. (SLD)