The most important impact of technology integration is a teachers' ability to use instructional technology tools to enhance student learning. Such teachers focus on integrating basic-level technology skills and avoid going beyond those skills to gain a deeper understanding of best practices when integrating technology with instruction. The purpose of this qualitative study was to explore best practices of teachers in technology integration within instruction based on interviews, observations, and video recordings. The participants consisted of four teachers (including special education) ranging from kindergarten to Grade 5, who taught at the primary level with at least five years of experience, attended professional development for technology instruction, and reached state requirements of use at a Fort Brosse school district. Each participant was interviewed separately using a set of semi-structured questions corresponding to each research question. Results of this study indicated that most primary teachers could successfully integrate technology with instruction at a basic or traditional level. However, they felt integration is time-consuming and intimidating without proper support; this caused contentment with basic training and avoidance of deeper understanding for integration. Two of the participants expressed that they were planning to continue basic integration because they were used to it and only had time for limited tasks. The other participants wanted to seek and introduce advanced skills but were unsure of time constraints and support. The Constant Comparative Analysis Method (CCA) is used to show responses of significant experiences. More research is needed to further identify best practices and investigate effective use and challenges of computer technology to provide resolutions for future enhancements of technology integration within instruction. [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.]