The purpose of this multiple case-study was to determine whether the use of reflective journals during graduate coursework impacts the level of technology implementation in instructional settings for experienced teachers. This study examined the relationships between: (1) levels of reflection demonstrated in journal responses, (2) the level of technology implementation, and (3) teachers' attitudes about technology implementation. The coding scheme used to determine levels of reflection in the journals was based on the framework of Leung and Kember. The LoTi questionnaire, developed in 1995 by Chris Moersch, was used to determine the levels of perceived technology implementation. The goal of this study was to provide information that may be utilized to plan more effective technology staff development. By providing insights on how to evaluate written work consistently for reflective thinking and on teachers' perceptions of technology implementation, university programs and school districts can develop better strategies for technology professional development. The findings suggest that teachers who demonstrated the characteristics of high levels of reflection also demonstrated characteristics of higher levels of technology implementation. Four of the five cases demonstrated a relationship among their scores on the Level of Reflection, Level of Technology Implementation (Loti), and Current Instructional Practice (CIP) measures. …