One-to-one computing, laptop learning, technology immersion: such initiatives are gaining momentum--and sparking excitement and controversy--in middle level and high schools, but the key to their success is more than cutting-edge technology. Henrico County Public Schools, a pioneer in educational technology in Virginia, launched a one-to-one computing initiative in 2001. But the professional development approach that supported the initiative was driven more by the products than by instructional needs, and as a result, the district did not achieve all the results it wanted for teachers or students. When the district decided to switch to a new computer platform and implement Dell notebook computers in all its high schools in the 2004-2005 school year, it initiated a new professional development program that acknowledged the lessons learned from the past and defined a clear vision for the future. One lesson resulted in a fundamental shift in the program: all professional development must be approached from an instructional rather than a technical viewpoint. This article describes the strategies adopted by the district to put instruction ahead of technology. Rather than simply learning the basics of how to use a technology tool, teachers now learn how to use the tool to improve teaching and learning in their classrooms. Training is embedded in instruction, not isolated from it, and is driven by the skills that teachers need to use the technology in the classroom, not by the technology itself. Included with this article is "The Technology Integration Progression Chart."