The purpose of this case study was to examine the technology professional development experiences of three teachers, to explore their decisions regarding the classroom integration of technology, and to determine if the technology integration met the TPACK model of instruction. The case study design utilized guided interviews, observations, documents, and fieldnotes. From this process, the researcher was able to gain a greater understanding of the decisions made by the teachers regarding technology integration into their classroom curriculum and lessons. The findings of the study indicated that two of the three teachers integrated technology into their classroom lessons meeting a TPACK model of instruction. The discussion reveals the decisions the study participants made regarding the inclusion of technology, their perceptions of professional development, and why they did or did not meet the TPACK model of instruction.