Participants (n = 156) were involved in the teacher preparation program at a large Research university located in the mid-west. The faculty (n = 21) participated in a two-year individualized professional development process to: 1) develop technology knowledge and skill efficacy and 2) integrate technology in teaching. The pre-service teachers (n = 135) were enrolled in the courses taught by the faculty participants. Evaluation of the professional development process included a pre/post questionnaire that yielded data for faculty's development of technology knowledge and skill efficacy, integration of technology into courses, and change in teacher practices. The pre-service teachers completed a survey that examined the frequency of technology use during the course in which they were enrolled. Analysis included computing frequencies, means, standard deviations, and significance levels. Results indicated change in faculty skill efficacy in the areas of communication (p less than .05), inquiry-based learning (p less than .01), feedback and metacognition (p less than .01), and problem-solving (p less than .05). Results related to technology integration indicated significant change in inquiry-based learning (p less than .01), feedback and metacognition (p less than .05), problem-solving (p less than .01), and content knowledge (p less than .05). Results related to changes in teaching practices indicated that the faculty significantly reduced the frequency of lecture (p less than .05) and integrated problem-based learning (p less than.001) more frequently. Pre-service teachers reported using a variety of technology applications during the courses.