This paper reports on a survey study that was carried out to determine the impact levels of laptops use onteachers' technology professional development. Teachers' technology professional development is approachedas a constructivism process that demands teachers to learn how to use technology and apply them in theirdaily routines. Teachers in this study were granted laptops from the Teaching-Learning of Science andMathematics in English (PPSMI) programme. Hence, they were regarded as the early adopters of technologyinnovation in schools, and became the agents of change. It is believed that playing the teachers' role as theagents of change has contributed on a significant change in their practice. Based on the notion, this studywas conducted to reveal the impacts of laptop use by teachers on their professional development. A surveywas carried out among 386 laptop teachers using a set of questonnaire that measures the impact from fourdimensions; namely teaching-learning, the use of resources, communication and sharing of information, andteachers' laptop competency. The findings explicate that teachers' use of laptop has a moderate impact ontheir technology professional development.