A suburban high school district in Arizona was recently named as a provider of Technology Assisted Project Based Instruction (TAPBI). The district?s challenge was to create 20 effective, online high school courses in approximately nine months. Successful deployment depended in large measure on the ability of the teachers of those courses to effectively design and develop the instructional content. Therefore, the district had to train, prepare, and support the teachers in their work. To help identify factors that might prevent teachers from meeting the challenge, a team of students from Arizona State University worked closely with the district during a two-month period as the TAPBI program began. This paper documents the data collection methods employed, findings, and subsequent recommendations for attaining success.