The purpose of this study was to determine the effects of an implementation plan that would support middle school science teachers as they integrated a specific technological tool, Calculator-Based Laboratory (CBL) probeware. The final goal of the implementation process was pedagogical and curricula transformation by the participants. The implementation plan used for the study was the ST3 AIRS Model, which consists of eight steps developed to overcome contextual barriers to technology integration. Five teachers, who taught in grades six through eight, participated in this empirical multiple-case study using a qualitative and quantitative approach. Simultaneous data collection and analysis were accomplished through data reduction and interpretation. Construct validity was accomplished by triangulation of multiple sources of data. External validity of the data analysis and findings was accomplished by correlation of findings with middle school science teachers who participated in a separate program involving this technology. The inductive findings of the study indicated that 80% of the participants conceptually had short-term pedagogical and curricula transformation, as they successfully integrated CBL in their curriculum. With the support of the ST3 AIRS Model framework, the teachers overcame contextual barriers that included learning to use the technology, adequate staff development, and pedagogical support. (Contains 74 references.) (PVD)