Technology is a tool that could be used in the mathematics classroom to enhance learning (NCTM, 2000). There are many forms of technology that can assist in teaching mathematics, supplement instruction, and remediate mathematical skills that require reinforcement. Tools such as spreadsheets, databases, educational software programs, drill-and-skills programs, scientific calculators, interactive whiteboards, and other applications are appropriate methods to teach mathematical concepts. The problem lies in that some teachers do not know how to use the technology tools or feel that they possess the ability to integrate technology effectively. Hence, teachers need to obtain the knowledge and skills that would help improve their self-confidence in using the technology at hand (ISTE, 2008). Mitchem, Wells, and Wells (2003) state that, “Research on schools and teaching has suggested for decades that student success and achievement are intricately associated with students’ interactions with effective teachers” (p. 1). If this is true, then mathematic s teachers are the key agents to bringing out reform toward technology integration (Garofalo, Drier, Harper, & Timmerman, 2000). But, the way to effectively prepare teachers to become change agents is another issue. Professional development is a primary factor toward helping teachers become self-adept in learning the knowledge and skills required of them when teaching math content. This study investigates whether professional development could promote math education teachers’ self-confidence in using and applying the technology tools learned back to the classroom. In-service teachers participating in a Math Summer Institute are the participants in this particular study, and the researchers explore whether completing a four-week intensive professional development institute has improved the participants’ knowledge, skill sets, attitude, and self-confidence in applying what they have learned.