In the United States billions of dollars have been spent on instructional technology with the expectation that the expenditure would have an impact on student achievement. Professional development provides teachers with the skills that they need in order to effectively use the technology in ways that will impact student performance; however, there is little research about the implementation of strategies learned during professional development. This research used qualitative methodology to examine the professional development implementation of fifty teachers from six schools a year after they attended the same professional development session. A theory was developed that explains the relationship between several factors that impact the ability of teachers to implement instructional technology professional development. Results indicated that the ability of teachers to implement strategies in ways that affect student performance are impacted by the level of support that teachers receive from administrators and colleagues, the technology available to the teachers, and the strategies that are included in the professional development. The results of the research led to the creation of a professional development planning framework for teachers to use to carefully examine their professional development needs as a factor that contributes to changing student performance.