This study examined planned change in Winston-Salem State University's teacher education program. An external review of the School of Education indicated a weakness in program planning and curriculum design. This review stimulated planned change initiative to strengthen teacher education. Factors influencing the internal environment of teacher education were noted, including uneven student performance on Praxis II examinations. In examining this uneven performance, researchers determined that instruction was a function of the preferences of whichever faculty member taught each course. In many cases, faculty did not utilize recommended standards or principles. Researchers worked to re-design the special education curriculum and seek pilot-test status for NCATE 2000 standards with their scheduled accreditation visit. Neither initiative generated the necessary change, so a PT3 grant, Technology Infusion Project, was secured. The project emphasized professional development for faculty and cooperating teachers, providing workshops on curriculum alignment, computer skills, and multimedia technology use. Over time, training became more sophisticated. Two years of evaluation data suggest that teachers found the workshops useful. The workshops resulted in enhanced student performance. Teachers felt more competent in curriculum design, assessment, and computer utilization. They appreciated the opportunity to network. Quality and accessibility of technical support were significant factors in participants' skills and knowledge acquisition. (Contains 22 references.) (SM)