This three year study examined a program designed to prepare Pre-k to Grade 12 teacher candidates (TCs) to develop and deliver lessons that effectively incorporate technology that enable their students to use technology to achieve lesson plan objectives. Three variables were used: (1) comfort level with technology, (2) frequency of technology use, and (3) efficacy. The project evaluation showed positive pre-test/post-test gains on all three variables with statistically significant differences for comfort and frequency of use. Follow-up studies compared TCs as first-year teachers and first-year alternative certification teachers (ACTs), who did not participate in the technology training. TCs average scores were more positive than ACTs with a significant difference for teaching efficacy and number of hours students use technology.