The U.S. Department of Education funds various types of technical assistance centers with the goal of providing the expertise and resources needed by state education agencies (SEAs), regional education agencies, and local education agencies (LEAs) to effectively implement federal education programs. Given the complexity of technical assistance for both providers and recipients, understanding technical assistance provision requires a deeper and more nuanced examination of (1) how recipients use, combine, align, and manage sources of support and (2) how providers design, adjust, and coordinate the support provided directly and in collaboration. The purpose of this report is to provide policymakers and technical assistance providers and recipients with an analysis of how a federally funded technical assistance center balances competing pressures amid unexpected challenges so that it can address the needs of its clients and fulfill its charge. The authors examine the Center to Improve Social and Emotional Learning and School Safety (CISELSS)'s first three years of operation. They explore how CISELSS balanced competing pressures and the influence of shifting contextual conditions in the provision of technical assistance to SEAs and LEAs and offer insights about CISELSS's early implementation that might help guide efforts to continuously improve its provision of supports.