The purpose of this qualitative interview study was to explore the lived experiences of K-12 education leaders who serve as the technology leaders charged with leading their schools' implementations of adaptive learning technologies for mathematics. This study was positioned at the intersection of technology leadership, standards-based teaching and learning, and adaptive learning technology concepts. Purposive sampling was used to select five participants who served as a principal or assistant principal and led their adaptive learning technology implementations. Participants were interviewed using a three-interview protocol and data was analyzed using thematic analysis. The findings from this study suggest technology leaders had varied prior experiences with adaptive learning technologies and technology leadership. The leaders lacked formal preparation and professional development opportunities to support them in leading their implementations in addition to having a low level of familiarity with teaching, learning, and leadership standards to inform their leadership efforts. Despite this, the participants described using similar leadership strategies to support the implementation of adaptive learning technologies for mathematics. These strategies broadly related to initial adoption, rationale for implementation, and supporting sustained use. Leaders described a variety of mostly positive outcomes from their schools' implementations of adaptive learning technologies for mathematics. These outcomes included, but were not limited to, positive changes in teacher practices, increased student engagement and achievement, and increased parental awareness and involvement in their children's mathematics learning. Challenges with timeliness, specificity of content, and low district support were also reported. Leaders reflected on how their current experiences leading such implementations will inform their future efforts and offered advice to others in similar situations. K-12 schools are adopting adaptive learning technologies for math at a fast pace. Yet, there is limited understanding about how technology leaders support them in schools. Having a preliminary understanding of technology leaders' experiences in such contexts can provide insight to others who plan to lead similar implementations and can also help inform much needed professional learning opportunities for technology leaders. [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.]