Using mixed methods, we examined the impact of technology facilitators (TFs) on teacher commitment to 1:1 initiatives. Findings from quantitative analysis complemented by qualitative analyses suggest teachers benefitted from having TFs assist with the technological integration. Teachers from schools with a TF endorsed attitudes that were significantly more positive toward teaching and student learning with technology. Further, they reported greater use of technology for planning, reported the school infrastructure was of higher quality, and shared normative perceptions toward the school infrastructure. Results suggest that as ubiquitous technology-related initiatives continue to proliferate, schools should consider employing qualified TFs to assist the transition.