A recent state grant initiative provided high schools with interactive white boards, laptops, and other peripherals for teachers to use in their classroom instruction. The purpose of this mixed method program evaluation was to investigate how the grant was implemented at a particular school and how the technology is being used by teachers. A review of current literature and the National Educational Technology Standards served to guide the development of the conceptual framework which included elements of effective technology professional development. The central research questions focused on the strengths and weaknesses of the grant as it was implemented at the school. Quantitative data was collected through the Concerns Based Adoption Model's Stages of Concern questionnaire and analyzed using descriptive and inferential statistics. Qualitative data was collected using the Levels of Use basic interview protocol and analyzed using the Levels of Use rating system. Documents relevant to the grant program and its implementation were also reviewed. Findings showed that all participants of the evaluation use the technology provided throughout the grant but that professional development related to technology use has ceased. A recommendation is for the school to offer continued professional development to provide teachers with time and resources to improve use of the technology provided through the grant. Results from this evaluation could affect social change when the school implements effective continued professional development that further assists teachers in incorporating effective use of technology into instructional practices. [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.]