The California State University (CSU) has established the Educational Technology Professional Development Program, designed to encourage institutions of higher education and K-12 organizations to work together to help teachers use technology in their classrooms. The program is intended to help teachers reach the highest level of competency in the Instructional Technology portion of the Teacher Computer-Based Technology Proficiencies, as developed by the California Technology Assistance Project (CTAP) Proficiency Committee. This study was conducted by the CSU to provide insight into possible methods of instruction that may help to better prepare teachers in instructional technology. The study addressed the following questions: (1) How do California K-12 educators perceive their level of technology proficiency in the following areas: general computer knowledge and skills, Internet, e-mail, word processing, publishing, databases, spreadsheets, presentation software, and instructional technology? (2) How do various training models affect educators' perception of their level of technology proficiencies? (3) Is there a significant difference between elementary school teachers' and high school teachers' perception of their level of technology proficiencies? and (4) How does teachers' perception of their level of technology proficiency affect their use of technology in the classroom? (MES)