Technology integration happens when schools remove barriers, incorporate appropriate pedagogy and instructional strategies, and provide opportunities and support for teachers and students in the classroom. Assisting teachers in the classroom as they gain the confidence and skills needed to be successful in sustaining new practices is a critical element in the integration process. Therefore, what better place to provide professional development than in the classroom alongside teachers and students? This process requires a paradigm shift away from the train-the-trainer approach to more of a "personal trainer" method. But how can one instructional technology coordinator provide ongoing sustainable staff development for hundreds of teachers without a budget and without a staff? The author and her colleagues found the answer through a partnership with Duquesne University Instructional Technology Department, which is reshaping and redefining the coursework for preservice education and changing instructional strategies for our teachers. The benefits of partnering with Duquesne University were enormous. Teachers got training and support in the classroom, where it was most needed, and were able to implement their vision. They got far more support than they could have received from one instructional technology coordinator. The Duquesne University students benefited, too. They got experience providing teacher and student training in the classroom, and they created and implemented authentic lessons to include in their portfolios. (Contains 3 online resources.)