Over a six-year period, a team of staff members in a high school in the Phoenix, Arizona area explored ways to improve student success while simultaneously reducing instructional costs. Technology as a tool for change played a significant role in most of the solutions that were explored. Increasing access to computers and the Internet by students both at school and off-campus resulted in a proposal for implementing both Web-supplemented and Web-based instruction on a school-wide basis. Based on the preliminary work of the school-district technology personnel, it was decided to conduct a thorough review of approaches and strategies for teacher professional development and support in technology integration. It was envisioned that this study would further inform the decision-making process regarding the implementation of Web-based and Web-supplemented instruction at the high school and across the district. The investigation was carried out as a class project in an advanced graduate-level instructional design class at Arizona State University. The class project represents the beginning of a district-university collaborative effort. This paper describes the major findings of the investigation and offers practical strategies for teacher professional development and support. (AEF)