The purpose of this case study was to describe the experiences of rural school district leaders who implemented and have sustained a one-to-one technology program at the secondary level so to provide school districts considering one-to-one implementation knowledge of best practices. This study was a qualitative, bounded case study that used a systematic, straightforward technique to apply concepts to specific concepts to the inquiry process. The collection of data was primarily face-to-face interviews and focus group interviews. The case study explored real life experiences of staff members in three rural schools in Texas to identify the best practices when considering implementing a one-to-one technology program. Findings include the following: a) district leaders were motivated to initiate a one-to-one technology program due to their belief that students need technology in their hands every day, b) rural school district technology directors are vital to the successful implementation of a one-to-one program, c) professional development is key, d) learning digital citizenship is one of the main benefits of going one-to-one, e) Parent buy-in and a balance between technology driven and traditional teaching strategies were challenges faced by district leaders. A suggested conclusion is that a rural school district must have a technology director with a diverse set of skills that includes but not limited to, infrastructure design, management of software, device management, and technology pedagogy. [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.]