To support the integration of technology in the K-12 special and general education classroom, especially for students with disabilities, teachers must be experienced in the application of technology to curriculum. Professional development programs continue to provide opportunity, but often do not result in teacher proficiency in the integration of technology. This study examined the effectiveness of a mentorship-training program that employed special education and elementary education student interns to assist teachers with their technology infusion efforts. Results suggest that mentoring supported by student interns can support integration efforts, specific to the needs of students with disabilities. Implications for supporting teacher technology infusion are discussed.