This article focuses on an evaluation of the Microsoft Peer Coaching (MPC) program in Florida, USA. First, the design of the MPC materials was analyzed using characteristics of exemplary peer coaching and technology integration models. Second, facilitators (n = 14) and coaches (n = 46) who attended the MPC workshops in Florida were surveyed relative to their attitudes towards technology and perceptions of professional development. The coaches (peer mentors) and facilitators (district support personnel) consisted of teachers and district-level supervisors from several Florida school districts. Third, the facilitators and coaches were interviewed about perceived benefits and limitations of the MPC program. Analysis of the data suggests that the program design is in close alignment with the literature on exemplary peer coaching. However, the process of peer coaching frequently takes precedence over technology integration. Most of the coaches and facilitators who attended the workshops were enthusiastic about the peer coaching concept and had positive attitudes about the integration of technology. However, the perpetual issues of adequate time and resources for the implementation of peer coaching and the integration of technology in K-12 classrooms were recurring themes. (Contains 5 tables.)