This paper explores the roles students play in support of technology in elementary classrooms. In this ethnographic study, new models for support were developed by examining support for technology and the use of technology in three third and fourth grade classes. Data were collected through teacher interviews, informal conversations, observations of classes, and observations of meetings. The multiple observations of students giving support were analyzed, and the following categories emerged: playing; sharing; reading; small help; becoming expert; teaching; and other. Reading, small help, and teaching involved direct support from a student to either a student or a teacher. Sharing and becoming expert involved indirect support that students give. Playing included times that the students offered support in order to play. (MES)