This paper reports on a study conducted for the Alabama State Department of Education. The study's purpose was to provide a clear perspective on the current abilities of school leaders to provide technology leadership in schools and school districts. All district superintendents and school principals who attended (N=341) the Alabama Renaissance Technology Academy for School Leaders took the Renaissance survey for school leaders online at the beginning of their training and after 10 months of training. The survey was composed of five factors regarding school leaders' perspectives on providing technology leadership in their districts. These factors are a vision for technology, staff development, encouraging instructional integration of technology, infrastructure for technology, and using technology. Factor analytical results from the first survey show a dominating factor loading in the intermediate range, followed in magnitude by advanced, then beginning, and mentoring showing the lowest factor loading. The second survey shows increased factor loading in the advanced range, followed by intermediate, then mentoring, and beginning with the lowest loading. Survey results thus reveal enhanced abilities of school leaders to provide technological leadership in their schools and school districts after 10 months of training in educational technology. (RT)