Indiana, Clarion, and Edinboro Universities of Pennsylvania are completing a PT3 grant, funded by the U.S. Department of Education, entitled "Preparing Teachers for the Digital Age." The grant made great progress in infusing technology into the teacher preparation curriculum possible, and participating faculty know how far they have come. But this innovation remains incomplete--some outcomes remain unachieved, and many faculty are still in early stages of technology adoption. Moreover, the barriers to technology adoption-- time, support, models, infrastructure, and culture--persist and even reappear with new technologies. This article reviews the status of the barriers to technology adoption and their relationship to the Concerns Based Adoption Model (CBAM) and other research. The successful methods used in this project and the lessons learned are also reviewed and related to CBAM and other research. It concludes that change facilitators need to offer multiple forms of support and incentives, tie incentives to desired outcomes, involve faculty in decision-making to secure buy-in, use faculty models, supplement technical support with peer support and well trained student assistants, and cultivate strong administrative support. These methods will help deal with the persistent concerns and barriers to technology diffusion.