This paper describes a national project concerning gender equity in teacher education in mathematics, science, and technology. Using a model of external mentors and on-site teams, the Teacher Education Mentor Program (TEMP) worked with seven universities to facilitate the inclusion of gender equity in individual college courses and in college of education programs, policies, and practices. Professor course syllabi from 1996 were compared to their end of project 1999 syllabi as were their 1996 and 1999 written statements on gender equity in their classes. Ongoing professor and mentor interviews were conducted as were site visits. Results indicated greater degrees of institutional change and self reported individual change than changes in syllabi. Reasons for the mixed results and lessons learned are discussed. (Author/BB)