Recent changes on the part of the Texas State Board of Educator Certification (SBEC) have impacted educator competencies in regards to technology. Doubt remains, however, as to whether more effective professional development strategies are being employed to facilitate increased technology proficiency among educators. A review of the literature reveals several insights into what impacts professional development strategies in regards to educator competencies for technology. The following are discussed in this paper: teacher attitudes; what constitutes successful technology integration; successful professional development strategies; and uses of technology that meet the SBEC Standards in Texas public schools. Common components of school district professional development programs designed to address educator technology competencies include the following: problem-based learning approaches to guide student learning-both for adults and children; development of technology skills that focus on information seeking, management, synthesis and presentation through a variety of formats; and application of these skills in the classroom with students through special summer camps and, later as teachers gain more familiarity, during the school day. The study presented in this paper reviews existing educator technology competency development programs that incorporate these components. Data on different school district educator competency professional development programs were gathered through visits to district Web pages to determine if they had an educator competency development program, electronic mail to the Texas Center for Educator Technology (TCET) for suggestions of exemplary school districts to review, and email requests to school districts for their educator competencies. The paper concludes that, based on this pilot study, few school districts, even those recommended by the Texas Center for Educational Technology, truly take advantage of the wide variety of instructional methods available. (Contains 47 references.) (AEF)