This qualitative dominant, mixed methods research study examined student and instructor perceptions of technology used to mediate learning in a community college environment. Methods of data collection for this study included a questionnaire with Likert scale and open response items, student and instructor interviews, and an analysis of a random sample of archival data from course syllabi. All instructor participants reported moderate (51.42%) or high (48.57%) comfort with technology use. Qualitative data revealed the primary uses of technology-mediated learning (TML) to deliver instructional content, to communicate, and required to complete course assignments. It was also used to describe the ways instructors acquire the skills needed for TML. The majority of instructors acquired technology skills through self-study (51.42%) or a combination of institutional support and self-study (37.14%). The study revealed student and instructor perceptions of the impact of TML on student engagement and achievement. Both students and instructors generally agreed that technology has a positive impact on engagement and achievement. Interview responses revealed mixed perceptions of TML's impact on student engagement and achievement. The quantitative analysis revealed that there were no statistically significant differences in the frequency or perceptions of usefulness between instructional divisions or the perceptions of the impact of course delivery models on student engagement or student achievement. [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.]