Traditional educational patterns are giving way to more innovative modes and methods of learning, primarily due to radical technological changes that have increased the availability of information and improved communication. In an attempt to address this shift toward 21st century skills and learning, a single school district began a large-scale, district-wide 3-year professional development study involving the implementation of technology, differentiated instruction, and assessment for learning upgrades and teacher inservicing. After 3 years, results suggest that significant changes did occur with respect to teachers' knowledge and use of information and communication software, the purposes for communication, differentiated instruction and assessment practices, and levels of information and communication usage. In particular, the number of hours of professional development a teacher reported having undertaken was the most notable factor affecting levels of significance.