In this article, the authors present findings from their empirical study of trends in technology planning and funding in Florida’s K–12 public schools between the 2003–04 and 2005–06 academic years. Special purpose public K–12 schools (e.g., charter, private, and vocational schools), and combination schools (schools housing multiple levels) were excluded, which reduced the final sample to N = 2482 as a representation of the typical public K–12 schools in the state of Florida. Survey items that focused on funding and planning issues on Florida’s statewide school technology integration survey were analyzed using logistic models. Results indicated a significant increase in the number of schools reviewing their technology plans on a regular basis; a significant increase in the frequency with which Florida’s K–12 public schools are seeking funding for technology-related initiatives; a significant increase in parent, administrator, teacher, and student involvement in the technology planning process; and a significant decline in adequate funding for software and hardware needs. In addition, schools with low proportions of economically disadvantaged students sought and were awarded significantly more funds from donations and federal and state grants.