The stated goal of this study was to investigate teacher self-efficacy in regards to using educational technology with low-achieving students. The qualitative research method employed was case study. By using this method the researcher was able to investigate the experiences of the research participants in regard to the phenomena under study. Data collection was achieved through participant interviews, vignettes, and document analysis of lesson plans. The findings in this study revealed four themes: (a) teacher self-efficacy and confidence in incorporating educational technology is built upon training, (b) educational technology should be constantly maintained and upgraded, (c) greater access to technology liaison, personnel and peers to assist in the incorporation of technology in the classroom, and (d) students are a key component in the integration of educational technology. The findings point to the need to create well developed professional development programs to improve the technical knowledge and skills of teachers. By addressing the issues revealed in this study, teachers may obtain high levels of self-efficacy and low-achieving learners may be able to realize greater academic success. [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.]