The onset of the COVID-19 global pandemic has made technology concentric to the continuity of instruction in K-12 schools. While there is a plethora of literature that examines teachers' experiences integrating technology for instructional purposes (Brunson, 2015; Colter, 2018; De et al., 2018; Gonen et al., 2018; Khlaif, 2018; Ugur & Koc, 2019,), Chandra (2016) identified the role of principal as pivotal to the success of technology integration. Consequently, this emergent case study examined a principal's perceptions at a Title-1 elementary school located in an urban Southern school district in Alabama. Utilizing individual interviews and surveys, the existence of a school leader who served as a manager and leader (Kozloski, 2006), an increase in professional development opportunities and the establishment of professional learning communities for teachers, coupled with dedicated personnel to support teachers, students and their families in the utilization of technology proved essential. Additionally, a reliance on community partnerships to provide low-income families with access to the internet, the ability to provide each teacher and student with a device, and the establishment of web-based resources for parents were concentric to the school's success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]