Abstract: This paper will describe a PT3 implementation grant that is based on a dual-approach collaborative development model grounded in an action research process. This model provides a concentrated effort on developing personal and professional technology expertise of both faculty and students in a preservice teacher program in a university setting. If it is true that beginning teachers teach as they were taught, one hindrance to meeting the goal of appropriate technology use by our pre-service teachers is that higher education faculty prefer to rely on more traditional methods for delivering instruction. Therefore, it was imperative to the success of our project to change the way that college professors currently teach. Change can be difficult for many people, and it can be especially hard in a population of people who are considered experts in their field. Professors need to be guided to recognize and accept that technology is not a replacement for the content of the disciplines that comprise their curriculum, but an extension that can complement that content. The authors will describe our interpretive action research framework, and provide concrete examples of ways it has been implemented with our faculty. Data for this paper will be derived from the facilitators’ experience using interpretive action research to formulate faculty development programs and construct curricula. It will also include data from student and faculty interviews, listserv communication, and authentic assessment activities.