Teachers participating in technology training must move beyond training classrooms to apply teaching methods that facilitate technology integration in their classrooms. Most adoption literature comes from proponents of innovations and outcomes resulting from applications of innovations, but more case studies of teacher experiences in technology integration processes are needed to better understand how to facilitate integration. The purpose of this study was to determine to what extent teachers: (1) alter their teaching methods; and (2) integrate technology into their classroom curriculum during and after a technology-training course designed to prepare teachers to use technologies to support their teaching and student learning. The course under investigation was offered in both online (OL) and face-to-face (F2F) delivery modes. Comparison of both modes of instruction on teacher professional development within the subject area of technology training and implementation was conducted. Case study methods were applied to gain an understanding of the experiences of teachers as they moved through an OL or F2F course designed to prepare teachers for integrating technology into the curriculum. Complementary data collection processes were used in each of the eight cases to provide depth and breadth in identifying and analyzing the barriers and processes affecting the impact of the training course. The study suggests that teachers increase their use of technology in the classroom during and after training in the process of integrating technology into the curriculum. Further, teachers do not alter their existing teaching methods as they integrate technology, but use technology in ways that support their current classroom practices. The study confirmed the existence of intrinsic and extrinsic barriers that interfere with teachers' abilities to integrate technology into the classroom curriculum. Several other factors that impact technology integration were noted in this study. (Contains 23 references.) (AEF)