This report is an addendum to a previous report summarizing teacher responses to a survey administered to U.S. Classic Master and Participant Teachers in April 2003. It specifically examines the factors that influence whether and to what degree teachers follow up on their experience with Intel Teach to the Future. examines a key evaluation question for the Intel Teach to the Future teacher professional development program: How, and to what extent, did teachers follow up on their training by using technology to support project-based student work in their classrooms? This question is important to answer for two reasons. First, the literature on professional development indicates that active use in the classroom of materials created or lessons learned through professional development is a necessary first step toward having a sustained impact on teacher instruction. Second, this evaluation of the Intel Teach to the Future program has repeatedly demonstrated that teachers who participate in this program do have a high level of follow up to their training experience, making it particularly important to understand what factors keep some teachers from doing so, and what factors support particularly extensive or sustained implementation. This report builds on those previous evaluation findings by looking more extensively at a new wave of survey data that confirm and extend the findings of our prior work. The data used in this report are drawn from a survey of teachers conducted in April 2003, along with relevant data collected from application forms and surveys administered at the last training session attended by program participants. (Contains 6 tables.)