The purpose of this study was to examine the extent at which teachers that have been using 1:1 technology in the classroom for two years were willing and/or prepared to adapt their instructional practices and pedagogical beliefs in this technology intensive environment. The study also sought to explore factors that might affect this change or lack of change. The study is primarily quantitative with a qualitative component designed to research how teachers have responded to this infusion of technology into their instructional practices, identify obstacles that may have existed during the implementation process and to determine if there is a variance in implementation among study participants. These data were collected through a survey instrument designed with permissions using as its foundation questions from the following surveys: (1) TLC - Teaching Learning, and Computing; (2) MTLI - Maine Learning Technology Initiative (MLTI); and (3) USEiT -- The Use, Support, and Effect of Instructional Technology survey. The survey instrument was distributed electronically to the teachers in a middle school whose classrooms had been transformed into a ubiquitous computing environment. Frequency and distributive analysis were then performed utilizing statistical analysis software. A review of literature was performed that focused on 1:1 computing environments with regard to outcomes and concerns. Research also included the effective integration of these technologies into instructional practices, the impact teacher beliefs has on program implementation, the role of leadership, the culture of the organization, and the impact that professional development has on educational practices and philosophies. Findings were significant and resulting implications can be used to inform districts as they prepare to implement 1:1 computing programs. These would include teacher preparation and the preparedness of school administrators to lead in technology rich environments. Additionally, collaborative planning and preparation are critical components for successful program implementation. A recommendation for future research is to conduct a qualitative study that includes interviews with administrators and teacher as well as classroom observations. Another recommendation is develop a study to be conducted among school leaders to identify their preparedness to lead in ubiquitous computing environments. [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.]