The purpose of this qualitative case study was to analyze enabling factors in the technology integration change process in a multi-section science methods course, SCIED 408 (pseudonym), from 1997 to 2003 at a large northeastern university in the United States. We used two major data collection methods, in-depth interviewing and document reviews. We interviewed seven participants who played the role of change agents twice during the six-year period of time and examined documents related to integrating science specific technology in this multi-section course. The formation of a sustained, shared leadership team, the formation of a learning community, and the positive influences from educational systems emerged as three enabling factors to facilitate and sustain the technology integration change process. The interaction of the three factors also appeared to encourage greater capacity to deal with change. (Contains 1 figure.)