The purpose of this study was to examine how site-based Professional Learning Communities (PLCs) promote technology integration for middle school science classrooms. It also examined the opinions of instructional coaches as PLC facilitators and teachers regarding PLCs and technology integration by teachers. The conceptual framework for this study focused around Kurt Lewin’s (1951) change management process, changing as three steps (CATS) or functionally known as unfreeze-change-refreeze. The three research questions for the study examined how site-based Professional Learning Communities promote technology integration in the middle school science classroom, instructional coaches’ opinions of how Professional Learning Communities help teachers integrate technology into their curriculum, and teachers’ opinions of how Professional Learning Communities help with technology integration in their curriculum. The researcher found PLCs to be an effective catalyst in promoting technology integration in the middle school science classroom. Specifically, this study revealed the PLC structure plays an important role in sustainability, and how the process engages teachers in educational initiatives specific to their school and populations. The PLC structure and process directly affected culture and building interpersonal relationships, student learning to help enhance academic progress, and professional learning in providing opportunities for teacher growth and development. This study provides schools interested in installing a PLC insight into process, structure, facilitation, and tools to prepare and support technology integration in classroom instruction.