This project describes a problem-based learning project focusing on the discovery of the level of professional development secondary school administrators receive before and after one-on-one technology implementation. Recent research findings indicate the importance of adequate professional development for school administrators and the correlation to student success. The goal of the project was to identify what type of professional development secondary school administrators received before and after one-to-one technology implementation. Through an electronic survey of secondary school administrators, the team gathered and analyzed quantitative data regarding how much professional development they received before and after one-to-one technology integration in their buildings. The sections of the survey determined the perceived level of preparedness regarding professional development received before and after technology integration. Seventy-four percent of the respondents claimed to evaluate teacher performance in regard to implementing technology. Additionally, 61% of respondents indicated it is their responsibility to develop professional development opportunities centered around technology integration. Sixty percent of respondents found a connection between the professional development they received in regard to leading the effective implementation of technology integration. A substantial number, nearly 40%, found the connection to be minimal or nonexistent. [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.]