Learning and Integrating New Knowledge and Skills (LINKS) was a technology project designed to integrate established and emerging technologies into the teacher preparation program at Texas Woman's University (TWU). The project was supported by a U.S. Department of Education, Preparing Tomorrow's Teachers to Use Technology (PT3) grant. The LINKS project encouraged institutionalized efforts by prompting change in university faculty involvement and roles, technology curriculum content and delivery, and preservice teachers' performance and responsibilities in field-based locations. This study's purpose is to describe changes in institutional processes as well as changes in behaviors and attitudes of faculty, mentor and supervising teachers, and preservice teachers during the second year of implementation. Specifically, the study addresses these questions: (1) how did LINKS support technology infusion in teacher preparation; (2) to what extent did preservice teachers build technological skills and understanding; (3) how did mentor and supervising teachers build technological skills and serve as guides of technology integration; (4) to what extent did university instructors build proficiency for Web-based course delivery and model technology integration for preservice teachers; and (5) what progress was made toward institutionalizing the LINKS efforts toward infusion of technology into classroom courses across disciplines, education courses in particular, and the university overall? (Author)