The purpose of this study is to examine the extent to which teachers of mathematics or science who were engaged in a year-long initiative to help them integrate technological tools were (a) familiar with generic and mathematics- or science-specific technology, (b) comfortable integrating generic and content-specific technology, (c) believe that the use of technology for teaching mathematics or science is important, and (d) were able to use other digital tools to support mathematics or science teaching and learning. More changes in views were found for a variety of generic digitals tools (e.g., Interactive White Boards), than there were for content-specific tools (e.g., dynamic geometry software). Teachers of science reported changes in views for a larger number and variety of digital tools than did mathematics teachers.