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The development of technologies that can be used to make education more effective have created opportunities for the development of new methodologies in teaching and learning. Most higher education institutions throughout the world have already integrated their services to varying degrees with the Internet and other technologies that have potential for teaching and learning. It is this kind of integration of technology and education that is both challenging and daunting to lecturers, many of whom have very little experience of the technologies in question and most of whom have never been trained to integrate technology with teaching and learning. Twigg (2003) is of the opinion that higher education institutions should improve and supplement traditional technology-management courses by taking advantage of the ubiquity of the Internet and technology to empower faculty members to utilize and integrate technology with their teaching and the learning experiences of their students. roadbent (2002:152) suggests that practitioners who want to effect a successful implementation of e-learning should use Salmon’s five phases of online learning that focus on the progressive independence of students. Salmon (2003:28) argues that learning encompasses a revolution and not just computer-based activities. He also argues that learners move from the known to the unknown, and that online learning encourages interaction among neutral, cognitive, motivational, affective and social processes. Salmon illustrates each phase by showing what the roles of the participant and the instructor are and how their interaction will develop. Tshwane University of Technology invests heavily not only in the empowerment of our human resources, but also in other resources. It does this in order to ensure that the programmes will be able to accomplish their stated aims successfully and in order to make such programmes readily observable. Some courses seem to be far more successful than others. Cross and Dublin (2002:94) state that if an e-learning course is to be successful, it needs to be evaluated. The research question is “Is it possible to envisage whether a technology-enhanced module that is developed as part of a comprehensive professional development programme such as Partners@Work, will be successfully implemented? In order to answer the main question, the researcher needs to understand the factors that lead to successful outcomes by answering the following sub-question “What are the indicators for successful implementations of technology-enhanced educational material and why are these perceived as necessary for success and achievement? A qualitative case study was conducted with lecturers at Tshwane Universty of Technology (TUT) who participated in the professional development programme in the use of technology in education.  This paper reports on the success indicators during the implementation component of the partners’ technology-enhanced courses during the Partners@Work (P@W) programme at TUT. The findings of the study revealed that the success indicators included the availability of required support, access to stable and reliable technology, a properly functional Partners@Work programme, the design of the development component of the P@W programme, and new multimodal approach to teaching and learning.