The challenges that are facing teachers of the new millennium are many and complex, and for teachers in Botswana, they find themselves at the crossroad of so many changes that are rapidly taking place both in and outside school. Among these changes has been the introduction of technology in schools, and just like any other reform that takes place in education; teachers play a key role in its development. Schools in Botswana have been and are still being equipped with computers to be used in the teaching/learning process. Literature indicates that there is a great need for teachers to learn and use technology with their students. Practicing teachers are faced with a challenge to learn technology so that they can function in technology-based classrooms that are being created in schools. Inservice teacher training takes different forms in different schools. The purpose of this study was to investigate how practicing teachers in one secondary school in Botswana are prepared to work with technology in their classes. Data was collected through indepth interviewing of teachers and officials from the Ministry of Education. Findings indicate that teachers who have already acquired computer knowledge through their own initiative do the technology teacher training in this school. Teachers are also not satisfied with the training that they are given. The study recommends a more systematic approach to teacher training in the school so that more teachers can be involved and also benefit from the training.