A growing number of school districts are adopting mobile electronic devices as replacements for textbooks and to improve test scores. Yet questions remain regarding staff preparedness, instructional and pedagogical transformation, and impact on student achievement with this increased use of mobile technologies in primary and secondary classrooms. This evaluation was part of a professional development series that was implemented with K-6 teachers in the process of implementing new mobile technologies into classroom instruction. This professional development series provided a number of formal, informal, and impromptu opportunities for staff to learn new tools and practices for technology integration, as well as provide occasions to share and reflect upon technology employment practices. A key component to the series was the use of the concerns-based adoption model to track teachers’ questions and concerns and to adjust the training accordingly. This evaluation report was prepared to provide an overview of the variety of training sessions that were implemented, to document changes that were made based on feedback from staff, and to recommend appropriate modifications and goals for continuation of the professional development series. The overall evaluation data collected indicated evidence supporting the success of this model. Furthermore, there was strong evidence that participants had positive perceptions of the workshops, activities, and support provided through this model.