Technology integration in the classroom has been implemented inconsistently in educational environments even though it is proven to be an effective instructional strategy that has improved student engagement and learning. The point of inquiry for this mixed-methods study was to ascertain why some teachers accept technology integration in the classroom and other teachers reject it. The information was gathered from multiple resources utilized to collect the information from teachers in an urban school in New Jersey. Data was collected from a variety of discussions and a preliminary survey (Appendix B) of approximately forty teachers, as well as an extensive review of the literature. Some results indicated teachers were afraid to integrate technology because they were concerned the resources needed to integrate new instructional strategies related to technology integration were unreliable or not available. Four primary recommendations were suggested involving: planned professional development plan, increased teacher motivation, improved novice or pre-service teacher training, and additional technological resources. One key recommendation contained herein, and one of the easiest yet impactful ways administrators can motivate all teachers who have successfully integrated technology, and teachers who are reluctant to do so, to do more, is to recognize their efforts. As a result, there is intrinsic motivation which occurs because teachers have a personal desire to improve their skills and grow as a professional, but there is also an extrinsic motivation because they receive positive feedback from their administrators and peers for their efforts and achievements. [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.]