Instructional technologies such as iPads are changing the classroom learning environment. This study was designed to investigate the impact a teacher's sense of self-efficacy regarding the use of instructional technology has on a teacher's instructional practices. A convergent parallel mixed method study was used to examine this problem. The focus of this study was on elementary teachers in private and public schools who teach grades kindergarten through fifth grade and use iPads as instructional tools in their classrooms. The author investigated how a teacher's self-efficacy affects the instructional methods used to integrate iPads into the activities of elementary students in the classroom. A survey, interviews, and observations were used to gather quantitative and qualitative data to answer the research question regarding self-efficacy, instructional practices, and the integration of iPads. An implication from the study is that a teacher's self-efficacy regarding instructional technology does affect how the technology is integrated in instructional practices. [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.]