A technology professional development project with 16 arts and sciences and education faculty members engaged in the preparation of preservice teachers served as the vehicle for pedagogical and curricular reform. The objective of the project is to change the teaching and learning of preservice teachers through the adoption and integration of instruction technology by teacher educators. The barriers and supports to meaningful and appropriate inclusion of instructional technology by faculty were identified from data collected via qualitative and quantitative methods during a single academic year at an urban, public college. Barriers included bureaucratic obstacles, cultural features of professional programs and elements indicating individual resistance to change. Components of the professional development that facilitated pedagogical and curricular reform included the use of support teams, a project bulletin, and onsite, just-in-time technology support. (Contains 15 references and 4 figures.) (Author)