With technology changing rapidly, instruction on its use must change rapidly as well. Instructional designers are thus increasingly dependent on the use of rapid application development (RAD) procedures for producing timely instruction related to technology use. In recent years, the use of self-paced instruction in the educational environment has been gaining popularity for teaching technology skills. This research examines the feasibility of RAD in the design of two undergraduate pre-service teacher technology courses. The study was conducted over a three-semester period during which a needs assessment was conducted. Eleven units of instruction were prototyped, tested, modified, retested, and the course was fully implemented. The total number of participants included 570 students, six instructional designers/teaching assistants, one lead designer, and four lab assistants. Results of the study showed significant differences in usability scores between the second and third semester. Both positive and negative experiences with RAD are discussed. (Contains 14 references.) (Author/AEF)