The integration of Computer-Assisted Instruction (CAI) into the language arts classroom can greatly assist teachers meet the needs of diverse literacy learners. However, this new technology does not come without some concerns, including but not limited to ease of implementation, funding for new hardware and software, appropriate teacher support, and efficacy of computer generated assessments. Still, perhaps the most prohibitive obstacles to implementing CAI centre on the classroom teacher. Through one-to-one semi structured interviews, this researcher sought to gain a better understanding of the lived experience of classroom teachers. Disparity in teacher skills, understanding, inclusion and access to CAI were evident throughout this research project. However, despite the numerous challenges teachers experience with lack of time, training, equipment and the increased demands for extra curricular involvement, there remains for most teachers a general willingness to learn about new technologies. Additionally, a consensus that CAI must be infused throughout all subject areas in order to meet the needs of millennial learners emerged. By accessing teacher wisdom, the findings of this project suggest regular access to hardware and software, time to experiment with and learn about new technologies, and access to professional development via a collaborative coaching/mentorship model must be made available to classroom teachers throughout the processes of implementation and maintenance.