The purpose of this program evaluation was to determine the impact of a school-based, job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Participant bi-weekly journal postings were analyzed using Grappling's "Technology and Learning Spectrum" (Porter, 2001) to determine the change in levels of technology integration in classroom practice. The "Computer Technology Integration Survey" (Wang, 2004) was used to determine differences in efficacy levels for technology integration between the experimental and comparison groups. Study findings indicated there was no statistically significant change in levels of technology integration after experimental group participation in a school-based, job-embedded professional development program. Statistically significant differences in levels of efficacy for technology integration between the experimental and comparison groups were found with moderate effect sizes. Additionally, findings indicated statistically significant differences in the experimental group's levels of efficacy for technology integration based on years of teaching experience, whether teachers taught in an elementary or middle school and whether teachers taught multiple subjects or a single subject, with effect sizes ranging from moderate to large. The relationship between efficacy for technology integration for the experimental group and technology integration in classroom practice was not statistically significant.