This paper reports the results of an action-research case study that investigated the efforts undertaken by technology-literate school leaders to facilitate the implementation of a school-wide 1:1 iPad program and the subsequent influence those efforts had on teachers' technology self-efficacy. The investigation highlights what the study's authors have determined to be a critical component in the implementation of a 1:1 technology program, the emergence of the organization's master practitioner of technology-based pedagogy.