Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 1/2 month period while implementing a novel reading software program as part of their literacy instruction. In-class observations were made of each instructional session. Analysis of the 80 just-in-time support sessions indicated that the greatest number of support requests pertained to computer software, and computer hardware. A smaller number of support requests involved classroom management, reading, and "other" issues. As expected, the greatest level of support was required during the initial stages of implementation, with support requests declining over time. Interestingly, the types of support requested remained constant indicating that software and hardware concerns persist as the most problematic concerns when integrating technology. The vast majority of problems were addressed immediately through just-in-time support allowing classes to continue as planned. The implications for support for integration are discussed.