It is well known that society is currently experiencing great technological momentum and that technology has found its way into our classrooms. Yet, many teachers have not demonstrated an adoption of such advances and their instructional practices do not reflect the integration of instructional technologies. This article examines Trek 21, an innovative professional development embracing the need for technology training, and its effects on teachers' ability to integrate instructional technologies into their educational practice. The study findings suggest that following the intense training provided during Trek 21, participants integrated significantly more instructional technologies into their practice and an increase was also noted in active student engagement within these practices. Findings also indicate that although teachers changed their instruction to increase the number of instructional technologies and active student engagement, the basic instructional design remained intact. (Contains 6 tables.)