Given the importance of technology in today's society, many teacher professional development (TPD) efforts incorporate instructional technologies. Following TPD, little is known about how to adequately support teachers in the use of these instructional technologies. Supporting teachers in geographically distant schools is particularly challenging. In this exploratory study, teacher participants were part of a professional development grant that provided them with new instructional technologies that were modeled to be implemented in their classrooms in reform-based ways. This study analyzes the nature of technical support sessions with teachers in both videoconferencing sessions and face-to-face sessions based on aspects of the community of inquiry (CoI) framework. Using the CoI framework, transcripts were coded according to three aspects of social presence (affective, interactive & cohesive) and two aspects of teaching presence (pedagogical & technical). While approximately one third of the exchanges in technical support sessions were technical in nature, social talk took place during one third of the technical support sessions. The overall teaching and social presences were comparable in both the videoconferencing and face-to-face sessions, and all teachers were highly satisfied and felt able to implement the instructional technologies. Implications for TPD using both formats will be discussed.