The problem addressed in this study was the prevalence of students who are disengaged from the learning process. The purposes of the study were to identify barriers to student engagement, the role of technology usage relative to student engagement, and how personal attitudes and beliefs fostered teacher use of technology. This was a mixed-methods study employing a case study research design with thematic coding as the primary method of analysis. Findings indicated that first-order barriers to student engagement included access to technology, planning time and training. Second-order barriers included self-efficacy beliefs and overuse of teacher-centered instruction. Findings also indicated that teachers believed technology could be used as an effective tool to increase student engagement. Based on these findings, the researcher created an 8-step plan constructed around Kotter's Change Model (2012) to improve instruction through the use of instructional technology. The plan provides for leaders to establish organizational membership and new approaches to improve student engagement. The researcher identifies future studies to address student engagement issues and the ways in which teachers identify and understand this phenomenon. The researcher also suggests additional studies be undertaken to examine the relationships between teacher beliefs, instructional practices, and the use of technology. [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.]