This study used the National Staff Development Council (NSDC) standards for staff development as a framework for measuring specific aspects of the enhancing Missouri's Instructional Networked Teaching Strategies (eMINTS) educational technology professional development program, as perceived by eMINTS teachers. The Technology Integration Cycle supported the research design. The three-part cycle assumed a relationship existed between standards-based professional development, technology-rich classrooms, and students' acquisition of technology skills. This study's hypothesis, research questions, and sub-questions were designed to examine the underlying premise of standards-based, high-quality professional development. These questions sought to examine eMINTS teacher perceptions as they related to the degree in which each of the 12 NSDC standards was embedded into the eMINTS practices, and the relationships and differences between various eMINTS demographic groups. To answer these questions, quantitative data were generated from an online survey. The analysis of survey data indicated no significant association between the NSDC Standards and the eMINTS educational technology professional development program, as perceived by the eMINTS teachers. Data analysis using z-tests for proportions revealed that the variables of years in program completion, certification level, and type of training did not significantly affect the perception of the eMINTS survey respondents. Ordinal ranking of the standards revealed the individual scale score mean varied significantly, from the Leadership standard (3.7) being reported as the most represented, to the Data-Driven, Evaluation, and Collaboration standards (3.0) being the least. However, when comparing the scale score mean by the NSDC's categories of Context (3.3), Process (3.2) and Content (3.3), only a slight (.1) difference was found. Because of the in-depth melding of the NSDC standards, educational technology, and the eMINTS program, this research may provide valuable insight to stakeholders involved at all levels: adoption, design, and implementation of educational technology professional development. Further research into eMINTS' strengths (use of coaches), as well as weaknesses (inability to customize training), could provide the organization with the information needed to strengthen the program and thus increase the number of teachers trained to integrate technology in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]