Technology is now being utilized in schools in an effort to address the lack of engagement most students have experienced in mathematics when learning foundational skills at the elementary school level. While there are a number of studies that have described teacher perceptions of engagement through the use of technology during the school day, little is known concerning teacher perceptions once technology is used to assist with learning in math during after school hours. The purpose of this qualitative case study was to explore how teachers in Central Mississippi perceived student engagement once TenMarkscopy (c) math technology program was used to help 4th and 5th grade students learn. Teachers have found it difficult to engage students who have experienced struggles with basic math concepts, and who have become discouraged when traditional methods of instruction are used during daily practices. This study utilized a qualitative case study methodology which included teacher observations, open-ended focus group interviews, and open-ended individual interviews. The sample included a total of 10 volunteer participants who had experience in education as teachers and principals that worked with 4th and 5th grade students during the time they used TenMarks(c) math technology program in the after school computer lab. Results from the study indicated teachers perceived that when TenMarks math technology program is used for assistance with student engagement and learning in math there can be positive outcomes. Through the use of teacher observations, focus group interviews and individual interviews with participants, information coded on the QDA Miner Lite system showed a significant change, as perceived by teachers, when technology is used in math. The findings support existing literature on technology being used to increase student engagement for 4th and 5th grade students in an after school program. Recommendations for future studies included conducting follow-up interviews with teachers to allow for more data collection after discussions with colleagues about TenMarks technology program occur. In addition, school districts across the state should be encouraged to use TenMarks technology program in elementary and middle schools which should be followed by a study to see if student learning and engagement improves as a result of utilizing the program. [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.]