The purpose of this study was to explore the effects of employing preservice teachers as leaders in technology to change teacher education curriculum, and to mentor and support inservice teachers, teacher education faculty and preservice teachers. We describe the evolution of the design of this program by comparing the first and fourth year, and examining the mutual benefits for 49 members of the Technology Leadership Cadre (TLC) and the people they influenced. Using design-based research, we used an iterative approach to revise the structure of the program based on data we collected and analyzed. This data included 121 postings from an electronic discussion board, 964 surveys, observations, interviews with four faculty consultants, and focus group interviews with members of the Technology Leadership Cadre. TLC members collaborated with faculty in changing the portfolio assessment process from paper to electronic. This change in turn prompted faculty to incorporate technology-based artifacts for students to incorporate in their e-portfolios. Most important, as TLC members taught others technology skills through workshops and mentoring, they developed leadership in technology and in the classroom through this mutually beneficial relationship.