The purpose of this study was to determine mathematics and science teachers' initial and final perceptions of change as a result of their participation in a yearlong professional development program that emphasized integration of the math and science with graphing calculators. The results indicate that as a group, the teachers (1) exhibited high information stage concerns, high personal stage concerns, and collaboration stage concerns; and (2) are more aware of the graphing calculator and its potential than previous groups. Also, science teachers had statistically significant collaboration concerns compared to mathematics teachers after the professional development. Mathematics teachers reported higher technological proficiency, but their stage concerns were not statistically different from the science teachers.