The purpose of this study was to examine the impact that targeted technology professional development would have on teachers' technological self-efficacy, perceptions and beliefs, and frequency of integrating technology into the classroom. The researcher used a mixed method approach to measure the results of three professional development sessions in year one. In year two, the study focused on whether there were any relationships between teachers' self-perceived technology skills and technology integration in the classroom. This study showed that technology professional development can have a significant effect on improving teacher self-efficacy and implementation of technology. This study also showed there was a weak correlation between teachers' perceived self-efficacy and technology usage. Professional development can improve technological self-efficacy, but a higher self-efficacy does not equate more usage of 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.]