This paper reports on a 2-year study of changes that occurred in one instructor's teaching of an introductory undergraduate course on teacher education across four semesters. The study includes the voice of the instructor and four other participant-investigators. The course underwent three important modifications: (1) adding a technology emphasis, (2) moving to a combination of information-input and a constructivist and inquiry-based orientation, and (3) moving classes to multi-media, high-tech settings. The study examined: how emphasizing technology changed the instructor and the students; how the shift toward a constructivist, inquiry-oriented approach affected student learning and attitudes; how change in class location affected the instructor's teaching and class dynamics; what support and resource issues arose due to the increased technology emphasis; how each course modification affected class discussions, student interaction, and student performance; and what unexpected changes occurred as by-products of the three modifications and the self-study. Data came from class observations and videotapes, analysis of class videotapes, personal reflections by the investigators, interviews with the instructor, discussions with the investigators, copies of student work, and student surveys. Results indicated that considerable technology was added, and it was a positive move. Subtle changes in the instructor's teaching resulted from the shift to a more constructivist, inquiry-based orientation. Changes in location allowed for more flexibility in teaching and more interaction with students. (SM)