Building the capacity of education professionals to make effective assistive technology (AT) decisions requires varying supports. One effective approach used in Central Illinois is to develop and maintain user groups comprising skilled practitioners and those interested in developing new AT skill sets. Over the past several years, AT user groups of special education teachers in Central Illinois have effectively developed a broad base of AT practitioners across school districts. These teachers are members of the Heart of Illinois Low Incidence Association (HILIA), a six-county coalition of four special education administrative units. More recently, the user groups have been effectively used with early childhood teachers serving preschool students who are at risk or who have disabilities (Parette, Watts, & Stoner, 2005) and with intermediate elementary through high school special education teachers serving students with academic and learning disabilities (Peterson-Karlan, Wojcik, & Parette, 2006). The success of this group can be emulated in other regions, once school districts and practitioners understand four key elements in developing, implementing, and supporting AT user groups in public school settings: (1) Identifying core members and leadership roles; (2) Identifying resource commitments; (3) Conducting meetings; and (4) Monitoring outcomes. (Contains 2 tables.)