This dissertation examines the effectiveness of a professional development program designed specifically to provide foundational knowledge and skills to Technology Teachers in preparation for a transition to a Technology Integration Specialist position. Specifically, it evaluates the Technology Teachers' changes in knowledge and beliefs as a result of the professional development. The program evaluation also looks at the Technology Teachers' perceptions of organizational support and their own abilities to fulfill the Technology Integration Specialist role. All aspects are surveyed prior to and at the conclusion of the professional development program to assess changes. Qualitative data from meeting notes, discussion boards, and classroom observations complement the quantitative data to provide a more thorough understanding, given the small sample size in this study. The data reflected changes in knowledge but not beliefs after the professional development program. The Technology Teachers' perceptions of support as garnered from the survey showed little change, while the qualitative data from meetings and discussion board contributions revealed other perceptions that were not included in the survey questions. Finally, their perception of their own abilities to perform the responsibilities that would be associated with the Technology Integration Specialist role seemed unaffected by the professional development program. Ultimately, the professional development program only had a noticeable effect on building the Technology Teachers knowledge and exposing their perceptions of insufficient organizational support. [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.]