This paper addresses issues related to the development and preservation of tacit knowledge (i.e., institutional knowledge rooted in actions and experiences) for technology integration. Results of a 1999 survey of teacher preparation programs in Texas are presented. The survey asked administrators in colleges of education to identify skills that might be important to teacher education majors and to assess the adequacy of general skills training currently received by preservice teachers. The majority of the respondents felt that preservice teacher skills were adequate to operate a computer system and to use software and tools directly related to individual professional use, such as productivity tools and databases, word processing programs, and spreadsheets. Respondents reported, however, that preservice teachers were just beginning to produce and use multimedia in projects. Key features and outcomes of the Technology Mentor Fellowship Program at Texas A&M University are described. Objectives of the project included developing proficiency of the College of Education faculty in the use of various instructional and communications technologies; developing capacity within the College of Education in digital media that supports national standards; and supporting faculty transitioning to the new teaching program by providing technical assistance. A model for institutional development for technology integration is presented. (MES)