This article examines the long-term impact of Digital Technology Professional Learning and Development on teachers’ implementation of the Digital Technologies portion of the Technology Curriculum and explores the challenges they face when implementing this content. Focussing on the empirical experiences of six individual primary and intermediate teachers, the findings showed implementation of key Digital Technologies skills was more intentional after the Professional Learning and Development, the provision of familiar lesson resources gave teachers the confidence to begin implementing Digital Technologies lessons, and that participants wanted long-term Professional Learning and Development but lacked the time to undertake this.