What types of personal support are critical in helping teachers to integrate technology? How can adult education programs provide this support and who is best equipped to provide it? What organizational implications should program administrators consider when institutionalizing this personal support infrastructure? The experiences of eight adult education programs are analyzed to identify three specific types of personal technology support. The various approaches used by these programs to institutionalize this personal technology support are organized into three models. The factors affecting a program's choice of a model are explored along with the implications for establishing these new technology support roles within organizations. (Contains 1 table.)