This was a basic qualitative study conducted by partnering with participants from two suburban school districts. This study examined the perceptions of technology-focused professional development on teachers' confidence and focused on individuals' perceptions of professional development activities. Data were collected using selective sampling, a demographic questionnaire, and an open-ended one-on-one interviews with participants. Focus was given to the factors and components of professional development that impacted teachers' confidence when using and integrating technology into their classrooms and instructional practices. The implications of this study are potentially significant as organizations can utilize the findings to assist in determining effective and efficient ways to implement professional development that increases the probability of teachers using and integrating technology into their practice. As many school districts struggle to find time to implement new initiatives, the results of this study can assist them in designing and implementing effective professional development in technology-centered initiatives as well as other organizational goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]