This case study describes the outcomes of 4 years of professional development funded by a PT3 grant. Participants included general education university faculty members, teacher education faculty members, school administrators, and K-12 teachers. All professional development activities were based on the "National Educational Technology Standards for Teachers" (NETS-T). Findings show that all participants modeled Standards 1-5 of NETS-T. Discussion includes the absence of modeling of Standard 6 and levels of cognitive skills required by students to engage in technology integration activities. Based on this study, it is recommended that professional development in the area of technology integration for university faculty members and for K-12 teachers should stress uses of software and hardware for analysis, synthesis, and evaluation of information and concepts. Understanding the stages of adoption and their relationships to cognitive skills may help instructors reflect on personal practice and move through the stages more quickly. Special attention should be paid to NETS-T, Standard 6, to ensure understandings of ways in which specific pieces of software and specific pedagogical practices can empower and disempower groups of diverse learners.