This article presents an evaluation of the Bridging the Digital Divide Program, an intervention in five inner-city Chicago Catholic schools during one school year conducted by a local university. The interventions included (a) instillation of technology and (b) professional technology skill development for in-service teachers. The analysis indicates that (a) in-service teachers who participated in the workshops did increase their understanding of specific technology, (b) in-service teachers who did not participate also increased their use of technology, (c) students increased their use of technology and skill development, and (d) professional development programs need to address issues for in-service teachers at all levels of skill development. (Contains 11 tables.)