Abstract: As this study seeks to understand the impact of one-to-one programs, such as the EDUCATE initiative (Murray & Zembal-Saul, 2008), on one teacher over time as she enters into the teaching profession, it adopts an exploratory case study (Yin, 1993) framework. In order to develop a better sense of the overall impact that digital computing initiatives have on teachers in training removed from the teacher education context, data were collected over a four-year period of time. The data includes interviews with the participant that extend from the time of teacher preparation, into the first and second year of teaching and focus on her engagement and sense of efficacy (Pajares, 1992) with digital tools and notebook platforms as she navigated the interview process, classroom instruction, and fitting into the culture of her school.