Since the turn of the 21st century, the implementation of instructional technologies in the secondary classroom has increased exponentially. As a result, teacher support in its implementation has become paramount. Using a qualitative case study design, this research explored teachers' and administrators' perceptions of teacher support teams that provide professional development and strategies for the implementation of instructional technologies in the secondary classroom. Interviews and observations of 7 new teachers and 4 administrators were conducted. Data analysis revealed that teachers' professional development was most effective in influencing the implementation of instructional technologies when teachers received: (a) multiple tiers of support, (b) targeted professional development, and (c) autonomy or trust to choose. The findings suggest for future models of teacher support teams should include (a) peer-teacher coaches, (b) in-class modeling, and (c) ongoing opportunities to expand teacher knowledge of new 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.]