The purpose of the study is to gain a better understanding of how a beginning elementary teacher conceptualized technology integration and the degree to which technology can be infused in her pedagogy during her first two years of teaching. This beginning first-grade teacher, Lily, was chosen because she was considered as a well-prepared beginning teacher to integrate technology in the classroom, and was teaching in a technology-rich environment where she also student taught. This context provided a unique case which was initially considered as an 'ideal' setting and the school had started a one-to-one computing program and provided adequate technology resources and professional development to support the teachers. Yet, Lily as a beginning teacher had other inevitable challenges that put a lot of strain on her, which consequently influenced her limited uses of technology in her classroom. The findings suggested that Lily's beliefs and practices about technology were heavily influenced by the external factors such as school culture and resources, mentor, and classroom setting. The findings of this study imply although it is important to make sure teachers' and students' access to the technology, it is even more important to create a school culture where beginning teachers could learn to select and utilize the technology that matches their needs. [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.]