Public school teachers within a Pennsylvania intermediate unit are receiving inadequate job-embedded professional development that recognizes knowledge of content, pedagogy, and technology integration, as outlined by Mishra and Koehler's Technological Pedagogical Content Knowledge (TPACK) framework (2006). A school environment where teachers are expected to educate themselves on how to integrate technology into the classroom will not adequately produce students for today's digital world. The purpose of this study was to relate differences in the technology integration of K-12 public school teachers to the adoption of the TPACK framework into a school district's professional development model. This mixed methods constructivist/interpretivist case study assessed the efficacy of professional development of K-12 public school teachers on their practice of integrating the TPACK framework. The proposed research explained how the technology integration of individual teachers is affected by professional development offered, measured how the teachers' practice of integrating the TPACK framework relates to the professional development offered, and identified best practices for professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]