This paper discusses the need to prepare teachers who are knowledgeable about current practices in technology and able to integrate computers into their own teaching, proposing that teaching assistants (TAs) be targeted for professional development in technology. The paper explains the rationale for making this recommendation and outlines the steps taken by the University of Washington to implement it in the teacher education program (TEP). The university planners believed that because TAs occupy a strategic position, providing them with professional development in technology would have immediate effects in courses. The program that was developed had four main parts. Planners began by incorporating International Society for Technology in Education/National Council for Accreditation of Teacher Education technology standards into preservice teacher education goals and targets. Next, they administered a survey to determine exactly what technology skills the TAs had. Then, they worked to improve the TA's skills through a series of workshops during a weekly seminar. Finally, they encouraged TAs to join TEP students in learning how to construct electronic portfolios. Two appendixes offer data on TA and TEP student computer competency and TA and TEP student computer skills. (Contains 16 references.) (SM)