The purpose of this single-group pretest-posttest survey study was to explore the impact of personalized professional learning (PPL) on effective technology integration as perceived by core content teachers in a large urban high school. The research questions used in this study were based on the TPACK (Technology Pedagogy and Content Knowledge) survey. The survey was used to determine if there was an increase in technology knowledge, content knowledge, pedagogy knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge and/or technological pedagogical content knowledge following the PPL self-paced experience. Three open-ended questions in the posttest provided anecdotal information regarding participant use of digital learning specialists, technical applications used, and perceptions regarding personalized professional learning. The single-group pretest-posttest survey was given to high school teachers to allow for quantitative data to be generated. After participants engaged in the pretest survey, they spent five weeks learning different technical applications to use with their students through an online modality. Digital learning specialists provided guidance using the SAMR model so teachers had a better understanding of how to use technology at a higher level for effective technology integration with their curriculum. At the end of the five week intervention, teachers took a posttest survey to determine if the PPL impacted their ability to integrate technology effectively. Findings suggested the following: (1) Teachers need more training in combining their content and technology knowledge in order to choose technical applications that enhance their content and allow for effective technology integration; (2) The use of digital learning specialists during the intervention period proved to be a positive influence behind many of the participants' ability to access technical modules and fully integrate them into their instruction; (3) Regardless of gender, age, academic specialization, or level of education, teachers believe technology is essential and plays a vital role in their classrooms; and (4) Teachers are ready to evolve from the traditional professional development style to a more progressive, personalized approach that takes into consideration their readiness, time, and interests. [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.]