The requirements of No Child Left Behind Act of 2001 (NCLB) has presented challenges for schools and districts across the United States such as a new need to focus on test scores and student achievement. While all states, districts, and schools face challenges that require them to adjust the structure and delivery of instruction in their schools, the small population and geographic isolation of rural schools can make change even more challenging (Reeves, 2003). Some have suggested that one way some rural schools may be able to overcome these challenges is through an increase in the level of technology integration in their school (Collins & Dewees, 2001). Schools struggle not only to implement and integrate technology into their curriculum, but also struggle to find the funds that they can allocate to the purchase and maintenance of technologically-enhanced instructional strategies. Fortunately, the high cost of technology and the potential educational impact of technological resources have led to the awarding of federal and state grants to facilitate the implementation of educational technology in schools (Herr & Brooks, 2003). This study examines one school?s attempt to use grant money to purchase and integrate specific instructional technology into their school in order to increase student achievement.