The authors relate how they had been searching for ways to help teachers in their schools to integrate technology into their classrooms in a sustainable fashion. The authors have found that after-school workshops and one-on-one assistance to teachers have not enabled teachers to become self-reliant in their regular use of technology. Instead, their teachers have become dependent on the technology coordinator to assist them in the instruction and implementation of new tools in their classrooms. It has been their goal to develop a professional model, Collaborative Apprenticeship, to address this problem where the technology coordinator serves as a mentor who helps teachers build capacity in their ability to integrate technology into the classroom. Through collaborative apprenticeships, the technology coordinator and a teacher leader facilitate the learning of a group of teachers to advance and sustain their collective knowledge. In this article, the authors present Collaborative Apprenticeship, describe strategies for using this model within a K-5 school setting, and reflect on the challenges involved in providing ongoing support and development for teachers as they integrate technology into their instructional practices. [This article was produced by International Society for Technology in Education, Eugene, OR.]