Classroom teachers are urged to seamlessly integrate technology in all subject areas in order to meet the needs of the learner and the rigor of standardized testing. This multiple case study examined the levels of integration and the individual experiences of four elementary writing teachers. Participants' Stages of Concern were described and analyzed as they moved through a six-week Tablet-Integrated Professional Development. Integration levels and concerns varied depending on the participants' early technology experiences. Data showed that participants had intense concerns about instructional time management throughout the professional development. The findings confirmed that change is a process and that reflection and collaboration are integral pieces to an effective professional learning model.