This study assesses the administrative and technical factors that teachers already fluent in technology perceive as influencing the implementation of technology in instruction. Teachers for this study were selected from a sample of those who completed the Intel Teach to the Future professional development program and had at least one year to implement the Intel curriculum. The investigation assessed the level of technology implementation by participant teachers and identified the factors cited by them as influencing their use of technology. A self-constructed survey was used to assess teachers' degree of technology implementation based on the Intel curriculum. A Likert scale was developed from the literature review of the administrative and technical factors most commonly cited as influencing the implementation of technology in instruction. Correlational statistics were used to compare demographic data to the Likert scales. The Pearson correlation coefficient was used to assess the relationship between the level of technology implementation and support factors related to implement technology. The results indicate that teachers are likely to implement certain technologies from the Intel training including e-mail, applications in Word to make corrections, and the use of search engines and web directories. Among the least used applications were PowerPoint, Publisher, the creation of web pages, and searching on-line encyclopedias. Teachers also noted the importance of having access to both their personal computers at home and student computers, support from their principal and technical support to fix computer problems among others. Overall, administrative support factors were not linked to teachers' increase use of technology; rather more research needs to explore administrative and curricular expectations among others.