The purpose of this qualitative study is to investigate how teachers who have been identified as high level integrators of technology (specifically laptop technology) perceive their journey to integration, the impact of it on their teaching pedagogy, and the impact of it on student learning. Constructivist Theory informed the interpretations of findings and the literature review provides context for the study with what is documented around technology integration as well as where gaps exist that further research could inform. A qualitative approach was utilized in a suburban middle-high school to identify participant teachers' perceptions connected to the journey to and impact of technology integration at a high level. Through the interview process and analysis of participant responses, it was found that teachers need multi-faceted supports to effectively integrate technology, that effective technology integration is conducive to student-centered teaching approaches, that effective use of technology shifts traditional teaching and learning roles and mindsets, and that effective technology integration influences teacher and student engagement. The findings of this study are presented to inform policy makers, administrators, and educators on the many ways that effective technology integration can impact teaching and learning. [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.]