The purpose of this a narrative self-study is to explore the actions taken by a Technology Instructional Specialist to determine which actions are most beneficial for teachers integrating technology in the elementary classroom. The study uses interviews, observations, and journaling of events occurring with six teachers at three different elementary schools to examine the relationship between the teachers and the researcher who plays the dual role of the technology integration specialist during a school year of implementation. In this study, research and narrative recollections in instructional strategies, technology staff development suggestions, and educational leadership set the stage for the study since these past experiences define the specialists's personal journey and point of view. Then the researcher/specialist studies the unique elementary settings and the individual teachers in relation to the technology integration process and the technology integration specialist herself, to determine what characteristics of the teachers and the teacher/specialist relationship are most valuable when creating a differentiated staff development plan to work with each one. Finally the study concludes with questions the technology integration specialist must ask in order to create viable differentiated plans with other teachers and the suggestions for implementing these plans. [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.]