The purpose of this quantitative correlational study was to examine the relationship, if any, between teacher training and teacher use of a laptop in a one-to-one laptop program. Teachers recorded their training weekly throughout the twelve-week study. Teacher use of laptops was measured through self-reporting in a pretest and posttest design, focusing on four characteristics, based on the school district's technology goals: use of Moodle/Schoology, use of web 2.0 technologies, use of Apple's iLife suite, and the teacher's differentiation of instruction using the laptop. Teachers self-assessed their Level of Use in these four areas with a survey instrument derived from the Concerns-Based Adoption Model's Level of Use dimension. Teachers recorded the quantity and type of professional development training using a weekly time recording matrix. Using Spearman's Rho to conduct correlational analysis, statistical analysis suggest no significant correlation between teacher training and teacher use of laptops in a 1:1 laptop initiative. With the results of this study, suggestions for professional development, especially in educational technology, are made. The results of this study indicate a need for further research in more robust professional development plans when implementing new educational technologies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]