Despite the growing number of international professional development programs, there is very little published research regarding the structures and effectiveness of these programs. This paper shares the design and development of the technology component of an international professional development (PD) program designed for secondary English as Foreign Language (EFL) teachers. Using a one-group, pre- and post-program design, the study examined how the technology component influenced participating teachers' technology knowledge and skills, and their attitudes and beliefs toward technology integration. The analysis of survey quantitative data indicated that participants' knowledge of, and skills using, various technologies were significantly increased by completing the program, whereas their attitudes and beliefs toward technology remained unchanged. Qualitative interview results revealed the types of barriers to technology integration. Implications and significance of the study were discussed.