As with many schools, tech integration at the American School of Bombay (ASB) was varied and scattered. ASB had enthusiastic teachers who used technology in class, but they were the exception. As a result, just a small percentage of students experienced new ways of learning. The authors wanted to turn the occasional use of technology into a widespread and sustained commitment to new forms of learning and teaching. They believed that stakeholder input would be the key to any initiative that improved learning, and that stakeholders must be involved in and take ownership of technology planning. They also knew that leadership would be critical to the success of the tech integration. Even with a clear vision, it would take at least a couple of years to engage the staff and get them working collectively. And with the transient nature of an international school's students and staff, lasting school change would be even more of a challenge. Tech leaders would have to deal with new systems and practices, new guidelines and plans, and conditions for change. In this article, the authors describe how they adopted a distributed leadership approach with these essential elements: (1) Technology leadership team; (2) Technology planning; (3) Commitment to fostering change; (4) Test-bed culture; and (5) Commitment to sustaining change.