A state department of education funded 14 Centers for Professional Development and Technology (CPDTs) to establish teacher preparation programs that are technology enhanced and field based. The restructured programs were required to be collaboratively developed, with classroom teachers comprising the largest single constituency group. This paper analyzes the impact on one of the college partners of the CPDT, when a grant representing approximately 20 percent of the college's state appropriated budget was awarded to restructure its teacher education programs. Funds from the grant provided 1.4 million dollars for technology equipment that was placed in eight school sites of five school districts and two colleges of education. Equipment included microcomputers, multimedia development stations, college-wide computer networks, and compressed video systems. Faculty workshops on technological applications at the college were not heavily subscribed and few faculty were using the featured software and skills after 18 months of the project. One faculty plan for restructuring teacher education recommends that teacher candidates proceed through three stages in order to become accomplished classroom practitioners with technology: learn about technology, learn from technology, and learn with technology. The paper concludes that the process of changing attitudes and cognition toward technology integration has been very challenging for the college faculty, even though adequate financial resources have been made available. (Contains 13 references.) (JDD)