This article details a study that sought an alternative method to instruct public school teachers on how to integrate technology in their classrooms. Paired with a technology coach, nine teachers participated in this situated professional development technology program. Results from this technology coach program detail successful technology coaching approaches, activities, and skills, as well as the ability of this coach program to enable teachers to gain confidence in using technology in their classrooms. Details on how to best implement a technology coach or mentor program are recommended and a reexamination of instructional designer competencies is proposed.