This study examined technology implementation in the classroom and the principal's perception of what the inhibitors are to technology integration. Surveys were distributed to 112 school administrators--both principals and assistant principals--in a school district in southeast Texas. Sixty-four (57.14%) were returned. Results indicate that principals and assistant principals view technology as very important in their schools and that it is significantly important for teachers to learn technology as a curriculum tool. The study also shows that the main inhibitors to implementing technology in the classroom are lack of financial resources for hardware, software, and infrastructure, and lack of time for professional development and planning. It is concluded that principals and other school leaders must accept the challenge to create supportive conditions which will foster innovative uses of computers. There needs to be closer alignment between the amount of time for professional development with technology and its degree of perceived importance. At each level, funding, training, and leadership issues must be addressed simultaneously if technology in the curriculum is to grow and have an impact on the reform of public education. (Contains 31 references.) (AEF)