The Special Education Technology Integration Specialist (SETIS) program provides professional development for special education teachers to assist them in achieving proficiency with 21st Century Technology Tools. The program completed its eighth and ninth rounds during the 2012-2013 and 2013-2014 school years, training more than 30 special educators as models, coaches, and mentors of technology integration at schools and within classrooms. This study examines SETIS program implementation, use, and impact across three key stakeholder groups: SETIS candidates, teacher colleagues, and school administrators. SETIS candidates were surveyed once using a retrospective pre-post survey conducted at the conclusion of the school year. The majority of the SETIS survey items were dedicated to measuring pre- to postprogram shifts in four different indices: "human capacity," "organizational capacity," "structural capacity," and "material capacity." Teacher colleagues and school administrators, identified and invited by SETIS due to their close working relationships, participated in pre- and postprogram surveys administered at the beginning and ending of the school year. Most of the teacher colleague survey items were grouped into five indices that measure (a) designing and developing digital-age learning experiences and assessments, (b) modeling digital-age work and learning, (c) engaging in professional growth and leadership, (d) promoting and modeling digital citizenship and responsibility, and (e) facilitating and inspiring student learning and creativity. For the purposes of this report, the indices are labeled as design, model, engage, promote, and facilitate. The school administrator surveys contained standalone survey items. While prior SETIS evaluation reports examined one cohort only, this study encompasses results from two cohorts: the 2012-2013 cohort and the 2013-2014 cohort. Combining cohorts in this study is justified because no changes had been made to the SETIS program or its evaluation during their two training periods; further an analysis of the data revealed like results for both cohorts. Moreover, the inclusion of both cohorts gives the study larger numbers of surveys and observations to examine, increasing our confidence in the statistical reliability of our findings. The following are appended: (1) SETIS Candidate Retrospective Pre- and Postprogram Survey Results; (2) Teacher Colleague Pre- and Postprogram Survey Results; and (3) School Administrator Pre- and Postprogram Survey Results.