During the last two decades, an assumption was advanced by policy makers that making technology available would result in effective technology transfer and integration in the teaching and learning process (Cuban, 2001); however, reality has been less kind with research presenting a pessimistic picture regarding the impact of technology in the classroom and on teachers' instructional strategies (Becker, 2001). The purpose of this study was to examine how technology-enriched learning environments can be developed and sustained through professional learning community (PLC) paradigms that make meaningful differences in teacher and student learning.