Preparing teachers for roles in 21st century learning environments has been a challenge for higher education institutions in the United States. In particular, researchers have documented that college preparatory programs should examine current standards as well as pertinent trends in the external environment as a means to tailor coursework. The problem addressed by this study was the incomplete understanding of how current technology standards were incorporated within a local educational technology master's program (ETP). Utilization focused evaluation provided the conceptual framework for this study that was designed to investigate how accurately the local program reflected each of the International Society for Technology in Education (ISTE) standards within the course of study. A twelve part checklist aligned to ISTE standards was first used to perform a matrix analysis of narrative documents related to the ETP's design and delivery. These initial findings indicated where gaps in ISTE standards existed. This information was combined with a curricular mapping analysis to formulate suggestions for an improved 8-course online ETP curriculum that was also cross-validated to conform to National Council for Accreditation of Teacher Education (NCATE) standards. The results of this study will serve as a model for similar teacher training programs throughout the world. The development and implementation of international technology standards in a changing educational landscape supports social change by applying ideas and strategies as they pertain to developing teacher education and leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]