TPACK (Koelhler & Mishra, 2008), a theoretical construct that describes the knowledge that teachers use to teach with digital tools and resources, has flourished in university-­‐based teacher education and research. Increasingly, K-­‐12 schools and districts have also appropriated TPACK in their professional development efforts. This study of seven schools and districts explored how the TPACK construct was understood and used in these K-­12 organizations. Study results revealed the importance of context and professional culture in appropriating the construct; the use of TPACK as a way to connect disparate professional development initiatives; TPACK conceptualized as applied knowledge; and how educational leaders’ beliefs about professional development shape how TPACK is understood and enacted.