Using survey data, the authors examined the relationship between intensity (as opposed to duration) of a technology-focused professional development program and specific participant characteristics in predicting successful outcomes. The four participant characteristics chosen were: teachers' feelings of preparedness to support student technology use, teachers' perceptions of the usefulness of creating technology-based projects with students, teachers' perceptions of the relevance of the pedagogical approaches emphasized, and teachers' prior use of featured software. Two outcomes were defined: (1) Use of new software applications/technology skills and (2) implementation of new technology-rich lessons. Analyses indicated different combinations of personal characteristics predicted each outcome. In addition, intensity of the program only predicted the latter outcome. Implications of this research are discussed within the framework of the professional development literature.