The task of preparing teachers to use technology in the classroom now extends beyond the walls of the university and into the classrooms of in-service teachers, as many states require technology competency for maintaining teaching credentials. In order to meet these needs, colleges and universities must seek alternative, but efficient modes for delivering this instruction. One such method is the hybrid or blended format technology literacy course. The hybrid format appears to have potential for this purpose. This method provides accommodation for in-service teachers who have difficulty coming to campus during the school day, while still providing the human interaction of the face-to-face classroom (Palloff & Pratt, 2003). This study investigates the efficacy of three delivery modes of a technology literacy course (face-to-face, hybrid, fully-online) on pre-service and in-service teachers' technology integration and attitudes towards technology. Results suggest that online and hybrid delivery modes of technology literacy course may be reasonable alternatives to train in-service and pre-service teachers in computer skills and integration.