In-depth interviews of graduates of reading clinic/literacy lab courses (n=28) focused on the transfer of technology use for literacy assessment and instruction from clinic/lab to classrooms/schools. Analysis of the interviews showed that technologies are being used in both clinic/lab and in K-12 settings in a variety of ways: 1) technologies for literacy assessment, 2) technologies that replace instruction by a teacher, 3) technologies that support teacher-directed instruction, 4) assistive technologies—for students with severe difficulties, 5) student-directed independent uses of technology, and 6) technologies used for planning/management. Implications for inclusion of technologies in literacy course work are discussed.