The importance of providing pre-service and in-service teachers with sufficient training and practice in integrating technology into their classrooms has led several studies to investigate the possible effects of pre-determined training and practice provided to teachers. However, most of these studies seem to have focussed on teachers' beliefs and perceptions during the courses offered in the departments without considering their needs and requests. Noticing this gap, the current study aimed to investigate two in-service language teachers' views and experiences on the training which was designed and provided based on their needs and requests. This research was designed as a qualitative case study, focussing on the experience of two male teachers of English who were exposed to a series of workshops that focussed on creating digital materials using several web-based tools. The findings of the study indicated that, although the participants learned how to utilise the technological tools and were willing to infuse these tools into classrooms, their intentions, in some cases, were not realised in their classroom practices for various reasons, most of which were directly related to the context of teaching. [For the complete volume, "Professional Development in CALL: A Selection of Papers," see ED593926.]