This mixed methods exploratory sequential study investigated the principal's role in supporting a school's technology culture. In light of the 2019-2020 worldwide pandemic, schools around the world saw a significant increase put on technology tools to facilitate instruction virtually. As building leaders, the administrators led the transition to fully virtual instruction by supporting their teachers. The researcher collected data from K-12 principals and assistant principals in a targeted six county area of eastern Pennsylvania. This study used a survey along with semi-structured interviews. The pandemic closure of 2019-2020 provided a unique opportunity to understand principals' knowledge of the ISTE-EL Standards, to identify how they demonstrate implementation of the ISTE-EL Standards, to see if they value technology as curriculum tool, and to see how prepared building leaders were for the sudden shift to fully virtual instruction. Overall, this study revealed that administrators have knowledge of the ISTE-EL standards as measured by their responses to 45 questions on the survey. Two themes emerged from the interview data that highlighted elements of the principals' implementation of the ISTE-EL Standards: access to the internet and professional development and collaboration. Interview data revealed that these administrators, as a whole, value technology as a curriculum tool. In schools where one-to-one programs were already in place, their perception was that they were prepared to make the shift to fully virtual instruction. [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.]