In this study, the authors were interested to examine the nature and development of teachers’ TPACK as it is applied in instructional planning. The authors also examined how planning changes when professional development focuses upon the design of content-based learning activities that are supported by selective and purposeful integration of educational technologies. The participants in this study were seven experienced social studies teachers from six different U.S. states. The results indicate that a content-based, activity-types approach to technologically inclusive instructional planning is compatible with existing approaches to teaching.