Professional development that leads to change in teacher practice is hard to find, especially professional development focused on technology integration. The Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT) successfully answers both challenges. This article reports on a study aimed at understanding the impact of one professional development program on self-reported levels of technology integration. We then frame the success of the design and the positive associations of the TICKIT experiences with increased levels of technology integration against the situated perspective on learning. The situated perspective and its instantiation in the teacher institute provide insight about why the program was effective. We propose that the active ingredient in the model is the intentional design of the program around the tenets of the situated perspective.