Despite the increased unfolding of new Bring Your Own Technology (BYOT) initiatives, confusion exists regarding the defining characteristics of a BYOT classroom. Using the Technology Acceptance Model (TAM), the purpose of this qualitative transcendental phenomenological study was to investigate how teachers at three different high schools in a southeastern U.S. state define, plan, and implement BYOT within their classrooms. The study took place in a southeastern U.S. state and included 10 BYOT teachers. It was designed to answer four research questions: (a) What are BYOT teachers' definitions and descriptions of BYOT? (b) What planning and implementation strategies do BYOT teachers use? (c) What, if any, obstacles may inhibit the learning in a BYOT environment? (d) What, if any, resources may enhance the learning in a BYOT environment? Data were collected from interviews completed by 13 BYOT teachers with at least one year of BYOT experience and at least three years of traditional classroom experience. From this group, 12 participated in journaling and 10 joined the focus group. The data were analyzed and three themes emerged: (a) Instant Access, (b) Student Engagement, and (c) Battling Distractions. Participants identified that BYOT allows the opportunity for teachers and students to access information immediately while keeping students engaged in their work; however, students had a difficult time knowing when technology was acceptable to use in the classroom and when it was not permitted. The themes of this study represented a snapshot in time for participants from a school system where 21st century classrooms were enhancing and expanding classroom instruction. [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.]