The technological pedagogical content knowledge (TPACK) framework is a nuanced lens to study teachers' 21st century professional knowledge and practice (Mishra & Koehler, 2006). Veteran teachers in 1:1 settings have not been the focus in TPACK research. In this mixed-methods study, veteran teachers were surveyed to determine their self-reported technological pedagogical content knowledge (TPACK). Qualitative data included teachers' videotaped lessons, interview transcripts and field notes. Discussion highlights the need for a valid and reliable instrument to measure secondary teachers' TPACK, the value of "a priori" coding to illuminate TPACK, and generational challenges veteran teachers face while practicing in 1:1 settings. [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.]