This paper examines the impact of the El Paso (Texas) Technology Innovation Challenge Grant masters program in instructional technology on the classroom practices of K-12 teachers. The program emphasizes the integration of technology into the curriculum and the use of technology to drive education reform, rather than simply focusing on technology skills. Current research is beginning to indicate that programs such as this may be successful in transforming traditional, teacher-centered classrooms to more constructivist, student-centered environments. Case study and exit survey results are the main data sources for this study. Early findings support early conclusions indicating that there is a transformational effect with cohort teachers, and change agents are graduating who are having an effect, not just locally, but on a state-wide level. Implications and areas of current and future research are discussed. (Author/AEF)