The purpose of this study was to 1) demonstrate the current technology integration practices of the participants based on their previous training experiences with the Title IID grant and 2) provide highly-focused professional learning in both exemplary teaching practices and technology that specifically addressed the increased integration of technology in the classroom. The professional learning was taught as a series of professional learning classes to thirteen elementary school participants over a four-week time span. Thirteen participants completed all activities. This qualitative study included a pre- and post intervention survey, a performance assessment, formal observations and informal interviews. Each participant designed a technology-integrated lesson plan that was evaluated. Findings suggest that technology integration increased. Students not only used the technology more but also used technology to accomplish activities that included the use of higher-order thinking skills. Participants became more confident in their ability to integrate technology into existing lessons. Participants indicated that student's technology skills and computer to student ratio were main barriers that inhibited technology use. Both administrator and participants gave suggestions on ways to encourage more technology use by both participants and students in the classroom setting. The results of the study were communicated to the learning community through a meeting with teachers and administrators. This meeting supported continuation of professional learning in technology integration as part of daily classroom instruction and suggested development of computer labs as part of school improvement efforts for the next school year.