This study investigated the influence of a mentor-supported model of technology training on mathematics teachers' attitudes and use of technology in the classroom. The treatment included six training sessions, informal focus groups, and mentor-provided support. The results indicated that mathematics teachers participating in mentor-supported professional development increased the amount and level of technology use in their practice. Teachers had a desire to learn about technology and understood it was important. Levels of accommodation, interest, comfort and confidence related to the use of technology improved. Teachers continued to be concerned with barriers such as lack of release time for training, planning and collaboration, and a need for ongoing support. It was also found that when teachers perceived there was not enough time for training or a lack of technological resources they did not make an effort to become technologically proficient. Recommendations include providing teachers additional support when implementing new strategies and allowing more release time for training, planning, and collaboration. Recommendations for future research include investigating further the effectiveness of peer teachers and mentor teachers as trainers; ways to best change teachers' perceptions and attitudes about technology; and ways teachers best learn to integrate technology into practice.