This paper describes participant reaction to an informal field test of the Identifying Changes, Exploring Possibilities, and Developing Technology Skills (ICED) Professional Development Model. The theoretical framework for the ICED model is drawn from three sources: (1) literature review of the change process, specifically the adoption of innovation, best practices for the professional development of teachers, and the integration of technology in the professional practice of teachers; (2) direct experience with the design, delivery, and assessment of technology-related professional development for K-16 teachers; and (3) reflective dialogue regarding the conditions that are necessary to integrate technology in a substantive way in professional practice. The paper covers the genesis of the ICED model, an overview of field test conditions and outcomes, setting up the field test, the ICED participants, the theoretical framework of the model, implementation of the model, field test outcomes, reflections, lessons learned, and modification of ICED activities. The Instructional Tool Box Audit, a chart showing the five elements of instruction, is appended. (MES)