Literacy teachers often feel underprepared to provide instruction that integrates technology in meaningful ways. Yet, there is evidence that teachers can be supported to overcome this barrier through professional development using a framework for instructional planning. Although efforts to support teachers' short-term technology integration have been documented, little is known about teachers' individual longer term efforts. The authors describe two teachers' experiences in implementing a long-term technology integration plan with different levels of professional development support. The long-range plans that the teachers created, as well as their barriers and successes and the modifications they made to their plans, are shared. Suggestions for professional development related to teachers seeking to create a long-term technology integration plan to support their literacy instruction are discussed.