Research has established both the importance of integrating technology in English language learning and of properly training teachers in order to integrate technology effectively. Inadequate teacher and learner training prevent technology from being utilized to its fullest potential in the English language classroom. A portion of the problem is due to lack of training for practicing teachers. While this is true for English as a second language teachers in all contexts, there is a strong need for instructors working with adult learners to utilize technology and be properly trained in technology integration. Professional development is a way to overcome barriers preventing successful technology integration. For professional development to be successful, it should cater to the specific needs of the instructors. This research explored the needs, current technology integration practices, and attitudes toward the use of technology with English to Speakers of Other Language (ESOL) educators within a community college context in order to make recommendations for professional development in technology integration. The following research questions guided the study: 1) What are the needs (i.e., felt, normative, anticipated) of the ESOL instructors at PNWCC regarding technology integration? 2) What are the current technology integration practices of the ESOL instructors at PNWCC? 3) What are the current attitudes toward technology of the ESOL instructors at PNWCC? With answering these questions, recommendations have been made for how professional development in technology integration should be developed and implemented to best support instructors in increasing their technology integration practices. Using an interpretive-descriptive qualitative design, this action research study collected data in the form of a survey, classroom observations, one-on-one instructor interviews, a focus group interview, and an action researcher journal. Acting as a needs analysis, these qualitative data were analyzed inductively in order to make recommendations, in collaboration with the ESOL faculty at the community college, regarding professional development in technology integration. Based on the needs of the participants, it was determined that they would benefit from a technology mentor/coach, as well as a professional learning community or community of practice, which would provide support, as well as the opportunity to collaborate, resulting in increased technology integration, including both instructor and students uses of technology. [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.]