While it is well-documented that appropriate training of teachers in the use of technological tools is an important variable in predicting success of technology integration (Faseyitan & Hirschbuhl, 1994), a variable that is less often considered is that of the time spent or different levels of immersion in a technology integration training program (Stuhlmann & Taylor, 1999). This factor must be considered to be separate and distinct from the variable of overall experience as a teacher in the classroom, and/or teacher age. This paper is based on a selected portion of the results of a five-year evaluative study of the teachers implementing a technology integration program in a rural school district located in the Southwestern United States. The fifth year design included analysis of observation data by year(s) of teacher participation in the program, as Novice, having 1 to 2 years of experience; Experienced with 4 to 5 years. The purpose for the focus on this aspect of the evaluation was to determine what differences, if any, existed between novice (to the program training) and experienced (in the program training) teachers in how and to what degree technology is integrated into classroom instruction. The findings reflect differences of varying degrees in certain areas of instructional strategies and technology integration that should be considered for further investigation.