The technology information age mandates that teacher education programs integrate technology into the curriculum. Yet, as the demand for technology use in K-12 classrooms increases nationwide, many teachers feel unprepared for this task (Sprague, Kopfman, & Dorsey, 1998). Traditional face-to-face teacher education and professional development curricula are challenged to help teachers stay current in the fast-changing domain of technology integration. However, online delivery may provide the answer to this need. This qualitative inquiry examines the effectiveness of an online course whose goal was to help new teachers effectively integrate technology into their teaching. Results indicate that although some participants achieved an enriched understanding of using constructivist technologies, the actual nature of learning these new technologies in an online format may have interfered with their ability to apply them to their teaching situations.