This study investigated the potential of a professional development program centered on case development to help urban teachers: (a) integrate technology with content and pedagogy and (b) cultivate habits of reflection required to learn from practice. Qualitative analysis revealed that case development helped teachers develop an understanding of the nuanced relationships among technology, content, and pedagogy and engage in the type of reflection that enables learning from practice. Nevertheless, variability existed in the ways that teachers applied new knowledge to practice. Factors that influenced teachers' learning and practice included beliefs about students, prescribed curricula, and lack of resources. (Contains 5 tables and 3 figures.)