Educational technology-related professional development (ETPD) can be designed in many different ways. It varies by general purposes and goals, specific learning objectives, curriculum content, the student grade levels for which the strategies and tools presented are appropriate, professional development model(s) used, how it is matched to participating teachers' characteristics, and the ways in which it is evaluated. Providers can ensure the effectiveness of technology-related professional development by considering these seven aspects during planning, so that ETPD sessions and programs align well with participating teachers' professional learning needs, interests, and contextual realities. Previous articles reviewed the range of educational technology professional development program goals and explained various ETPD models, organized by five types of professional learning. In this third of a four-part series, the author explores combining goals and models then matching combinations to fit particular teachers' characteristics. In part four, the author will assess the efficacy of these designs. [For Part II, see EJ824510.]