This study examines a training module designed to increase teachers' technology proficiencies. In the process, the study also explores a self-assessment type measure and its value in relationship to teachers' use of technology in their classrooms. It examines pre- and posttest scores of K-12 teachers' perceptions of their level of technology proficiencies prior to and after taking the training module. This study addresses the following questions: (1) How do California K-12 educators perceive their level of technology proficiency in the areas of General Computer Knowledge and Skills, Internet, Email, Word Processing, Publishing, Databases, Spreadsheets, Presentation Software, and Instructional Technology-prior to and after their participation in an educational technology professional development program? (2) How do teachers' perception of their level of technology proficiency affect their use of technology in the classroom? Findings of this study suggest that teachers may consider themselves as "intermediate users" given that they can use the computer as a teaching/management tool-to generate worksheets, create a presentation, and record grades. The study provides insight into two areas related to the need to better prepare educators to effectively use technology: teachers' perceptions of their own level of technology proficiencies and possible methods of instruction that may help to better prepare teachers in instructional technology. (AEF)