This study investigated 10 public elementary schools that employed district technology coordinators to facilitate the implementation of classroom technologies. These technology coordinators act as change agents who sought out classroom teachers to serve as opinion leaders. These opinion leaders had the ability to influence the attitudes and beliefs of their colleagues with regards to which technologies were used and how they were implemented to enhance learning. The purpose of this study was to investigate how technology coordinators identified and selected classroom teachers as opinion leaders as well as the perceptions of the opinion leaders' colleagues. Using a qualitative study design, data were collected using structured data-collection instruments. An analysis of the data in this study supported the claim that technology coordinators were, for the most part, able to identify technology opinion leaders in their schools, but still overlook some potential leaders.