This paper describes 10 teachers' perceptions of technology integration and technology use in their classrooms, five years after their graduation from a teacher education program which encouraged technology use in teaching and learning. The researchers used Hooper and Rieber's (1999) five phases of technology use (familiarization, utilization, integration, reorientation, evolution) to categorize the teachers' efforts. The researchers found that the five teachers who were at Hooper and Rieber's reorientation or evolution phases were teachers who had continued professional development, had engaged students in using technology, and had support from their school community. Implications and recommendations for teacher educators are proposed. (Contains 2 tables.)